An overview of the Oklahoma CareerTech System including information on comprehensive schools, technology centers, business and industry and Skills Centers.
This document summarizes Oklahoma's efforts to transition from Programs of Study to Rigorous Programs of Study (RPOS) in career and technical education. It provides background on Oklahoma's CTE system and partners. It then discusses key frameworks for RPOS implementation, including legislation/policies, partnerships, professional development, accountability, standards, course sequences, credit transfer agreements, and others. Finally, it outlines Oklahoma institutions' current projects to address barriers to RPOS implementation in areas like visual design, career academies, advisement programs, manufacturing, and teacher development.
GuidanceFest 2010 : Peace and Love - CTE and AcademicsJeremy Zweiacker
This document summarizes several bills related to education that were introduced in the Oklahoma legislature. It discusses bills on accreditation, scholarships for students with disabilities, school district transparency of expenditures, criterion referenced tests, teacher compensation, online learning tests, expanded zones around schools for sex offenders, establishing a virtual school task force, online course requirements, and increasing math course requirements. It also provides information on career advising resources and programs like Reach Higher Oklahoma for degree completion.
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
Presentation given to the Career and Academic Connections division of the 2013 OKACTE Summer Conference covering Rigorous Programs of Study and includes early data from a state wide survey.
The document discusses Carl D. Perkins Career and Technical Education Act funding. It notes that the Act focuses on academic achievement in CTE, strengthening connections between secondary and postsecondary education, and improving accountability. It also discusses using Perkins funds to support programs aligned with labor market needs, collaboration among educators and employers, accountability for outcomes, and innovation. Oklahoma sets aside 10% of Perkins funds for competitive grants supporting innovative CTE programs. Rigorous Programs of Study integrating academic and technical content and allowing postsecondary credit are emphasized.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Curriculum development: CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL CURRI...Tàbian Tabie
Here are the points we discussed about in the class presentation; ORIENTATION, JUSTIFICATION, FOCUS,IN-SCHOOL SUCCESS STANDARDS, OUT- OF - SCHOOL SUCCESS STANDARDS, SCHOOL COMMUNITY RELATIONSHIPS,FEDERAL INVOLVEMENT, RESPONSIVE, LOGISTICS AND EXPENSES.
This document summarizes Oklahoma's efforts to transition from Programs of Study to Rigorous Programs of Study (RPOS) in career and technical education. It provides background on Oklahoma's CTE system and partners. It then discusses key frameworks for RPOS implementation, including legislation/policies, partnerships, professional development, accountability, standards, course sequences, credit transfer agreements, and others. Finally, it outlines Oklahoma institutions' current projects to address barriers to RPOS implementation in areas like visual design, career academies, advisement programs, manufacturing, and teacher development.
GuidanceFest 2010 : Peace and Love - CTE and AcademicsJeremy Zweiacker
This document summarizes several bills related to education that were introduced in the Oklahoma legislature. It discusses bills on accreditation, scholarships for students with disabilities, school district transparency of expenditures, criterion referenced tests, teacher compensation, online learning tests, expanded zones around schools for sex offenders, establishing a virtual school task force, online course requirements, and increasing math course requirements. It also provides information on career advising resources and programs like Reach Higher Oklahoma for degree completion.
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
Presentation given to the Career and Academic Connections division of the 2013 OKACTE Summer Conference covering Rigorous Programs of Study and includes early data from a state wide survey.
The document discusses Carl D. Perkins Career and Technical Education Act funding. It notes that the Act focuses on academic achievement in CTE, strengthening connections between secondary and postsecondary education, and improving accountability. It also discusses using Perkins funds to support programs aligned with labor market needs, collaboration among educators and employers, accountability for outcomes, and innovation. Oklahoma sets aside 10% of Perkins funds for competitive grants supporting innovative CTE programs. Rigorous Programs of Study integrating academic and technical content and allowing postsecondary credit are emphasized.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
This document summarizes a review of Costa Rica's postsecondary vocational education and training system conducted by the OECD. Some key points:
- Vocational education is seen as important for Costa Rica's economic development and social cohesion. Programs have work-based learning components which benefit students.
- Strengths include recognition of prior learning, adequate funding currently, and addressing equity issues. Vocational education also has relatively good status and reputation.
- Challenges include ensuring programs reflect labor market needs, developing an apprenticeship system, and strengthening teacher quality. Better coordination is also needed between different parts of the vocational system.
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Curriculum development: CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL CURRI...Tàbian Tabie
Here are the points we discussed about in the class presentation; ORIENTATION, JUSTIFICATION, FOCUS,IN-SCHOOL SUCCESS STANDARDS, OUT- OF - SCHOOL SUCCESS STANDARDS, SCHOOL COMMUNITY RELATIONSHIPS,FEDERAL INVOLVEMENT, RESPONSIVE, LOGISTICS AND EXPENSES.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The students’ acceptance of learning management systems in Saudi Arabian Univ...IJECEIAES
For distance learners, continuous official education is very important for improving knowledge and learning experience to meet the career challenges in the modern world. This work studies the success factors which affect the use of LMS and evaluates the ability to apply the proposed model in the field of distance learning (DL) particularly in higher education. The survey was carried out on higher education learners who were included in the DL instructions. This work has utilized a questionnaire that was modified from literature to inspect three measurements, system design, system usage, and system outcome. Utilizing the obtained survey data for students of DL (N=149), the path analysis discovered that the design of the system has a significant effect on the satisfaction of users and intention for using LMS which affects the use of the system. Consequently, the satisfaction of users and the system used has a great impact on the net benefit.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The document summarizes the findings of an OECD review of postsecondary vocational education and training in Korea. It outlines several strengths of Korea's system, including high educational achievement, strong research, and responsive policymaking. However, it also notes challenges such as weak industry links, variable program quality, and mismatches between skills training and labor market needs. The review concludes with recommendations on how Korea can improve industry involvement, quality assurance, skills transparency, and responsiveness to the changing economy.
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
This document discusses moving from general programs of study to more rigorous programs of study in Oklahoma. It defines a program of study as a coordinated set of academic and career technical education courses that prepares students for postsecondary education and careers. Rigorous programs of study incorporate secondary and postsecondary education, include both academic and technical courses, offer opportunities for students to earn postsecondary credits, and lead to an industry-recognized credential. The document outlines key components needed to develop and implement rigorous programs of study, including legislation, partnerships, professional development, accountability systems, academic and technical standards, course sequences, credit transfer agreements, student advising, teaching strategies, technical skills assessments, and ongoing stakeholder collaboration.
The document provides an overview of the Higher Education Commission of Pakistan's activities to support higher education institutions over the past 5 years. It focused on increasing access to higher education, enhancing education quality and research, and making higher education more relevant to Pakistan's socioeconomic needs. This involved massive development programs, including sending over 1500 scholars abroad for PhDs and tripling research output in top journals. Significant investments were also made in physical and technological infrastructure as well as faculty development programs.
The document discusses the need for colleges and universities to reinvent their career services in order to better support students and improve job placement outcomes. It notes that traditional career services models are outdated and institutions must now dedicate more resources to help students connect with employers and secure jobs. Specifically, schools need systems to track student career outcomes, integrate student data, facilitate connections between students and employers, and measure the impact of career services programs. The white paper outlines recommendations for how schools can strengthen career services through strategic planning, enhanced advising, and use of technology.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Lumerit President, Rick Beyer addresses Corporate Chief Learning Officers at the 2017 CLO Conference in NYC on March 08, 2017. The Macro trends bring some of the greatest opportunities for corporate training and tuition assistance programs to develop a world class staff.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
The Industry-University Interface:An Academic Administrator’s ViewJAX Chamber IT Council
Improving the Academic-Industry Interface. A presentation by Dean Mark A. Tumeo, PhD, JD, PE of UNF's College of Computing, Engineering and Construction, August 2013 to the JAX Chamber IT Council.
The document outlines Minnesota's new career and technical education (CTE) plan under the 2006 Carl D. Perkins Career and Technical Education Act. Key changes include establishing local consortia between secondary schools and colleges to administer CTE programs and funds jointly, developing programs of study that span secondary and postsecondary education, expanding accountability measures, and targeting underserved populations. The new plan aims to strengthen collaboration between secondary and postsecondary institutions and better align CTE programs with workforce needs.
Addressing Current Issues and Challenges in HEShelai Valdez
The document discusses several issues facing higher education institutions in the Philippines including a lack of overall vision, deteriorating quality, and limited access to quality education. It outlines challenges such as a large number of institutions and programs without proper oversight, poor student performance on exams, and low education spending. The Commission on Higher Education's response included rationalizing the higher education system, improving quality standards, and increasing access through scholarships and financial aid programs. The document calls for collaboration between higher education groups and the Commission on Higher Education to address the current challenges.
Career and Technical Education (CTE) programs provide education to prepare youth and adults for careers requiring varying levels of education. CTE became popular after the Industrial Revolution and has expanded to include middle schools, high schools, community colleges, and technical schools. CTE programs cover a wide range of career areas and receive federal and state funding totaling over $1 billion annually. The Houston Independent School District offers 165 CTE courses across 67 schools to equip students with skills for the workforce or further education.
IRJET- Framework for Improving Quality and Ranking of Higher Educational ...IRJET Journal
This document discusses issues facing higher education institutions in India and proposes a framework to improve quality and rankings. It notes that while India has seen impressive growth in higher education institutions and enrollment, challenges remain around access, faculty shortages, infrastructure, research quality, and ensuring education meets employer needs. The objectives are to analyze India's higher education growth, identify current issues, and suggest strategies to drive quality improvement and better global rankings. The research is based on a literature review of government reports, research works, and other secondary sources. Key issues identified include the need for institutions to balance quality enhancement with accountability, adopt quality assurance processes, and strategically plan research and teaching to meet evaluation standards and position themselves competitively in rankings.
The document proposes reforms to the Carl D. Perkins Career and Technical Education Act to transform career and technical education (CTE) programs. The reforms are guided by four principles: 1) alignment of CTE programs with labor market needs, 2) collaboration among secondary/postsecondary institutions and employers, 3) accountability for improved student outcomes, and 4) innovation supported by systemic state reforms. Key proposals include requiring states to identify in-demand jobs to guide CTE programs, funding consortia to increase collaboration, using competitions to distribute funds, implementing common performance definitions, and establishing an innovation fund. The goal is to improve CTE programs and better prepare students for careers or further education.
The document discusses the importance of STEM (science, technology, engineering, and mathematics) education and professional development for STEM teachers. It states that STEM and innovation are critical to economic growth, global competitiveness, and national security. However, many US students are unprepared for STEM careers due to poor math and science education. In Maryland specifically, only one-third of high school graduates complete necessary coursework to enroll in college STEM programs. The document calls for collective efforts from educators, government, and businesses to better prepare students for STEM careers through improved STEM education.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The students’ acceptance of learning management systems in Saudi Arabian Univ...IJECEIAES
For distance learners, continuous official education is very important for improving knowledge and learning experience to meet the career challenges in the modern world. This work studies the success factors which affect the use of LMS and evaluates the ability to apply the proposed model in the field of distance learning (DL) particularly in higher education. The survey was carried out on higher education learners who were included in the DL instructions. This work has utilized a questionnaire that was modified from literature to inspect three measurements, system design, system usage, and system outcome. Utilizing the obtained survey data for students of DL (N=149), the path analysis discovered that the design of the system has a significant effect on the satisfaction of users and intention for using LMS which affects the use of the system. Consequently, the satisfaction of users and the system used has a great impact on the net benefit.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
The document summarizes the findings of an OECD review of postsecondary vocational education and training in Korea. It outlines several strengths of Korea's system, including high educational achievement, strong research, and responsive policymaking. However, it also notes challenges such as weak industry links, variable program quality, and mismatches between skills training and labor market needs. The review concludes with recommendations on how Korea can improve industry involvement, quality assurance, skills transparency, and responsiveness to the changing economy.
Moving from Programs of Study to Rigorous Programs of Study in OklahomaJeremy Zweiacker
This document discusses moving from general programs of study to more rigorous programs of study in Oklahoma. It defines a program of study as a coordinated set of academic and career technical education courses that prepares students for postsecondary education and careers. Rigorous programs of study incorporate secondary and postsecondary education, include both academic and technical courses, offer opportunities for students to earn postsecondary credits, and lead to an industry-recognized credential. The document outlines key components needed to develop and implement rigorous programs of study, including legislation, partnerships, professional development, accountability systems, academic and technical standards, course sequences, credit transfer agreements, student advising, teaching strategies, technical skills assessments, and ongoing stakeholder collaboration.
The document provides an overview of the Higher Education Commission of Pakistan's activities to support higher education institutions over the past 5 years. It focused on increasing access to higher education, enhancing education quality and research, and making higher education more relevant to Pakistan's socioeconomic needs. This involved massive development programs, including sending over 1500 scholars abroad for PhDs and tripling research output in top journals. Significant investments were also made in physical and technological infrastructure as well as faculty development programs.
The document discusses the need for colleges and universities to reinvent their career services in order to better support students and improve job placement outcomes. It notes that traditional career services models are outdated and institutions must now dedicate more resources to help students connect with employers and secure jobs. Specifically, schools need systems to track student career outcomes, integrate student data, facilitate connections between students and employers, and measure the impact of career services programs. The white paper outlines recommendations for how schools can strengthen career services through strategic planning, enhanced advising, and use of technology.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Lumerit President, Rick Beyer addresses Corporate Chief Learning Officers at the 2017 CLO Conference in NYC on March 08, 2017. The Macro trends bring some of the greatest opportunities for corporate training and tuition assistance programs to develop a world class staff.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
The Industry-University Interface:An Academic Administrator’s ViewJAX Chamber IT Council
Improving the Academic-Industry Interface. A presentation by Dean Mark A. Tumeo, PhD, JD, PE of UNF's College of Computing, Engineering and Construction, August 2013 to the JAX Chamber IT Council.
The document outlines Minnesota's new career and technical education (CTE) plan under the 2006 Carl D. Perkins Career and Technical Education Act. Key changes include establishing local consortia between secondary schools and colleges to administer CTE programs and funds jointly, developing programs of study that span secondary and postsecondary education, expanding accountability measures, and targeting underserved populations. The new plan aims to strengthen collaboration between secondary and postsecondary institutions and better align CTE programs with workforce needs.
Addressing Current Issues and Challenges in HEShelai Valdez
The document discusses several issues facing higher education institutions in the Philippines including a lack of overall vision, deteriorating quality, and limited access to quality education. It outlines challenges such as a large number of institutions and programs without proper oversight, poor student performance on exams, and low education spending. The Commission on Higher Education's response included rationalizing the higher education system, improving quality standards, and increasing access through scholarships and financial aid programs. The document calls for collaboration between higher education groups and the Commission on Higher Education to address the current challenges.
Career and Technical Education (CTE) programs provide education to prepare youth and adults for careers requiring varying levels of education. CTE became popular after the Industrial Revolution and has expanded to include middle schools, high schools, community colleges, and technical schools. CTE programs cover a wide range of career areas and receive federal and state funding totaling over $1 billion annually. The Houston Independent School District offers 165 CTE courses across 67 schools to equip students with skills for the workforce or further education.
IRJET- Framework for Improving Quality and Ranking of Higher Educational ...IRJET Journal
This document discusses issues facing higher education institutions in India and proposes a framework to improve quality and rankings. It notes that while India has seen impressive growth in higher education institutions and enrollment, challenges remain around access, faculty shortages, infrastructure, research quality, and ensuring education meets employer needs. The objectives are to analyze India's higher education growth, identify current issues, and suggest strategies to drive quality improvement and better global rankings. The research is based on a literature review of government reports, research works, and other secondary sources. Key issues identified include the need for institutions to balance quality enhancement with accountability, adopt quality assurance processes, and strategically plan research and teaching to meet evaluation standards and position themselves competitively in rankings.
The document proposes reforms to the Carl D. Perkins Career and Technical Education Act to transform career and technical education (CTE) programs. The reforms are guided by four principles: 1) alignment of CTE programs with labor market needs, 2) collaboration among secondary/postsecondary institutions and employers, 3) accountability for improved student outcomes, and 4) innovation supported by systemic state reforms. Key proposals include requiring states to identify in-demand jobs to guide CTE programs, funding consortia to increase collaboration, using competitions to distribute funds, implementing common performance definitions, and establishing an innovation fund. The goal is to improve CTE programs and better prepare students for careers or further education.
The document discusses the importance of STEM (science, technology, engineering, and mathematics) education and professional development for STEM teachers. It states that STEM and innovation are critical to economic growth, global competitiveness, and national security. However, many US students are unprepared for STEM careers due to poor math and science education. In Maryland specifically, only one-third of high school graduates complete necessary coursework to enroll in college STEM programs. The document calls for collective efforts from educators, government, and businesses to better prepare students for STEM careers through improved STEM education.
This document summarizes the career and technical education programs in Frenship ISD. It discusses the district's mission to provide rigorous and relevant career education to develop productive citizens. It also provides statistics on the district and highlights workplace trends that show most future jobs will require technical skills and education beyond high school. The district implements career clusters, programs of study, and dual credit courses to help prepare students for college and careers. It discusses partnerships with local businesses and ways it enhances guidance, connections, learning opportunities, and professional development to support career readiness.
High Demand of Science Teachers & Tech Educatorsteacherjobfairs
The paradox about the teaching profession in America is that despite its prospects of high wages it has failed to attract the youth. The schools have realized the need to make pay and duties much better but it still seems not enough to make up the huge gap in demand and supply of qualified teachers.
This document discusses the importance of public education funding in Colorado. It notes that Colorado is not investing adequately in education and its students, which has negative impacts. Specifically, it states that funding shortfalls mean universal, sustainable education is not available for every child. It encourages readers to get informed and engaged to help find solutions to Colorado's education funding challenges.
This document summarizes the key findings of a survey conducted by Southern Cross Austereo on perceptions of the Australian education system. The survey found that 92% of respondents felt education was important, but 52% believed quality was declining due to issues like lack of teacher experience, funding cuts, and too much focus on technology. It also found that 75% of parents would consider private tutoring and 78% of respondents had undertaken or would consider further education. In conclusion, the survey provided insights into concerns about classroom attention and perceived differences between public and private schools.
This document summarizes recent discussions and research surrounding career and technical education (CTE). It notes that mainstream publications, organizations, and governments are increasingly recognizing the importance of CTE in preparing students for careers that require other than a four-year college degree. Several studies and reports are cited showing benefits of CTE such as higher graduation rates, improved academic performance, higher postsecondary enrollment, greater employment, and increased earnings. However, the document also acknowledges that not all current CTE programs provide high-quality career pathways recognized by business and industry. Overall it promotes the idea that strong CTE programs that integrate academics can help address skills gaps and improve outcomes for students.
This document announces an upcoming professional development training called the "Supporting Children of the National Guard and Reserve Institute" that will take place on March 26-27, 2012 in College Park, GA. The training is open to educators and professionals and aims to help them support children and families of the National Guard and Reserve. Participants can earn continuing education credits for $25 or 1 hour of graduate credit for $175. Space is limited so early registration is encouraged.
Public schools educate 91% of the 5 million students in Texas. Investment in pre-K programs helps close achievement gaps, as studies show students who attend pre-K perform better in 3rd grade and have longer term benefits. However, state funding for pre-K has been cut, eliminating grants for full-day pre-K and reducing funding to evaluate pre-K program quality by over half. Restoring this funding would strengthen public schools.
Apsara Studios is seeking $100,000 in grant funding to establish arts and innovation programs for youth in Prince George's County, Maryland. Their mission is to promote technical innovation, social awareness, and self-awareness through the arts. They will offer afterschool and summer programs in creative writing, dance, digital arts, drama, music, and visual arts. Evaluation will include surveys of students, instructors, and guardians to measure changes in skills, morale, and academic/social outcomes. The organization aims to be sustainable through future grants, fundraising, and fee-based programs.
Apsara Studios is seeking $100,000 in grant funding to address issues facing children under 18 in Prince George's County such as low high school graduation rates and high youth unemployment. The organization aims to promote technical innovation, social/environmental awareness, and self-awareness through artistic programs. It will serve low-income youth in South Prince George's County and seek to establish innovative and artistic programs while building a LEED certified sustainable space. The evaluation plan involves surveys on character building and creativity while the sustainability plan notes future resources will be needed to continue operations beyond the initial funding period.
Perception, Interest and Socio-Economic Status of Teachers of Students with V...odewenwa
This study examines the implications of perception, interest and socio-economic status of teachers of students with visual impairment who are in training on quality teacher training in Oyo State, Nigeria. Survey research design was used. Forty-three (43) participants were randomly selected. The instruments used were “Questionnaire on Perception and Interest of Teachers in Training in Education of Persons with Visual Impairment and adapted version of Socio-Economic Status of a Family Scale of Aggarwal, Bhasin, Sharma, Chhabra, Aggarwal & Rajoura, 2005. The instruments were tested and reliability index of 0.71 and 0.69 were obtained respectively. Mean and Pearson Product’s Moment Correlation at 0.05 level of significance were used to analyse the data. The results revealed the teachers of students with visual in training have positive perception and interest in their training. While no significant relationship was found between their interest and socio-economic status, a relationship was found between perception and socio-economic status. The study therefore recommends that Student’s interest should be tested in all teacher training programmes prior to admission into special needs education generally and education of persons with visual impairment in particular.
- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies.
- It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market.
- The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
The document discusses several global trends that are forcing changes in education systems, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies. It notes that students now need skills like problem-solving, innovation, and using knowledge creatively rather than just memorizing facts. However, test scores show US students lagging behind their international peers in areas like math and science. The document calls for educational reforms that better prepare students for future jobs and global competitiveness.
Student Success Academy (SSA) is a public charter school that offers both in-person and online learning programs. SSA struggles with accountability issues regarding parental involvement in students' online learning. Specifically, many parents complete lessons and assessments for their children without proper supervision. This allows progress to be inaccurately reported and leads to discrepancies between students' online performance and in-person assessments. SSA has implemented some accountability measures, like required passwords for parents, but these have proven ineffective as parents often simply provide their passwords to students. The lack of genuine parental involvement and accountability threatens students' learning and the accuracy of progress reports.
Frank F. Britt, CEO Penn Foster, delivers Penn Foster's mission to graduate one million high school students at the 2014 ASU+GSV Summit in Scottsdale, AZ.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
On October 8, 2014, Dr. Ann Cavallo from the University of Texas at Arlington and Gregg Fleisher from the National Math + Science Initiative joined us at the North Texas Commission offices to discuss STEM Education & North Texas. The North Texas Commission Webinar Series, Topic: North Texas, is presented by Verizon.
The AGAPE program aims to help disadvantaged students at Emerald High School prepare for college. It will provide free SAT/ACT test preparation, tutoring, and technology access to underserved students, especially minority males. The program goals are to increase student proficiency, graduation rates, college entrance exam participation, and college enrollment. It will be staffed by a coordinator and volunteers. Evaluations will track changes in students' knowledge and academic outcomes to measure the program's effectiveness. Fundraising will help make the program self-sustaining over time.
The document discusses how a consortium of schools will use Carl Perkins funds to promote preparation for non-traditional career fields. They will implement strategies like having students research non-traditional careers on OKCareerGuide, hosting seminars on job market analysis, and ensuring sophomores visit both traditional and non-traditional program areas at technical centers. Schools will also conduct STEAM camps with guest speakers from non-traditional fields and provide training to staff on promoting a more inclusive workforce. The consortium will evaluate trends quarterly to refine their approaches and integrate performance indicators into school accountability processes. The overall goal is to continuously promote exposure to non-traditional careers and change perceptions through various learning opportunities and culture changes across all levels
An update on the progress of the Cooperative Alliance Program in Oklahoma. A joint partnership with the Oklahoma State Regents for Higher Education and ODCTE.
Cooperative Alliances and Why They Should Matter to YouJeremy Zweiacker
Presentation given to STEM division at OKACTE Summer Conference. Topics include the Cooperative Alliances and new federal regulations on financial aid.
This document discusses moving from general career and technical education (CTE) programs to more rigorous programs of study in Oklahoma. It defines programs of study as comprehensive approaches that deliver academic and CTE content to prepare students for postsecondary education and careers. It highlights several initiatives that promote this approach. It also discusses elements that make programs of study rigorous, such as incorporating secondary and postsecondary education, offering opportunities for students to earn postsecondary credits, and leading to industry-recognized credentials.
GuidanceFest is presented by Oklahoma CareerTech to high school guidance counselors as a way to continue dialogue about opportunities avaliable to students through careertech education. This presentation is a collaboration between 4 presenters.
2011 NATPL National Award Winner for Innovation in Tech Prep/Career PathwaysJeremy Zweiacker
Oklahoma received the Innovation in Tech Prep/Career Pathways award from NATPL. This is the expanded handout covering the Tech Prep Review and Improvement Process. A short video and handouts were provided at the conference.
National Technical Honor Society Summer Conference 2011Jeremy Zweiacker
The National Technical Honor Society (NTHS) is a nonprofit organization founded in 1984 that recognizes student achievement and leadership in career and technical education. It has over 2,500 institutional members and 72 chapters in Oklahoma. The mission of NTHS is to honor student excellence, promote education, and enhance career opportunities for its members. Membership requires technical and academic excellence as well as good attendance, character, and involvement in career and technical student organizations. NTHS provides induction ceremonies, scholarships, leadership conferences, legislative advocacy events, and graduation honors to its members.
The New Student Services Academy is for new guidance staff in the CareerTech system. It is designed to give them an overview of preparatory services that they may be asked to provide to high school and adult students.
Can You Be In Two Places at Once is a presentation covering the Cooperative Alliance Program, a joint program of the Oklahoma State Regents for Higher Education and the Oklahoma Department of Career and Technology Education.
The presentation was given to the Workforce Partners Conference in Norman, OK.
The mission of the National Technical Honor Society is "To honor student achievement and leadership, promote educational excellence, and enhance career opportunities for the NTHS membership." Learn more at http://www.okcareertech.org/nths
This document provides tips and information on enrollment management. It discusses recruitment, retention, and transition strategies. Some key points include maintaining optimal recruitment, retention, and graduation rates through comprehensive institutional processes. Relationship building, data usage, and creating clear academic pathways are emphasized as important factors for student success.
The document discusses partnerships between career technology centers and associate degree granting institutions in Oklahoma. It summarizes that for students unable to meet the rigor of academic programs, transferring them to career tech facilities allows training in technical career paths within engineering fields. It outlines differences between vocational/career tech programs focused on entry-level job preparation versus technology centers that align academics with industry-focused career pathways and support continuing education. Cooperative alliance programs allow high school and adult students to earn college credit for career tech courses. Benefits discussed include increased degree attainment, higher wages, and more Oklahomans staying in-state upon graduation.
The summary provides an overview of the Cooperative Alliance Program partnership between CareerTech and OSRHE that allows high school and adult students to earn transcripted college credit toward an Associates of Applied Science degree or workforce degree. Students can earn this credit for courses taken at CareerTech centers across Oklahoma at no tuition cost other than an $8 per hour academic service fee. The program aims to help more Oklahoma students earn a college degree and prepare for in-demand careers.
The document discusses the importance of career and technical education (CTE) programs in preparing students for college and careers. It outlines the transition from traditional CTE programs to more modern CareerTech 2.0 programs that focus on high-demand fields like bio-technology, bio-medical, and pre-engineering. Data presented shows positive outcomes for students who participate in CTE programs, such as higher wages and less need for remedial education in college.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
5. F t h l b fFaster entry into the labor force
Likelihood of becoming a professional orLikelihood of becoming a professional or
manager increasesg
Higher labor force participation ratesHigher labor force participation rates
Rates of unemployment are lowerRates of unemployment are lower
26. Business and Industry ServicesBusiness and Industry Services
Adult and Career Development
Safety and HealthSafety and Health
Customized Industry Training
Oklahoma Bid Assistance Services
27. Fast FactsFast Facts
6,924 companies increase profitability
Incentive for companies to locate in OklahomaIncentive for companies to locate in Oklahoma
Provided training for nearly 2,100 new jobs.
Helped Oklahoma companies secure more
than $163 million in contracts through the $ g
Oklahoma Bid Assistance Network.
From Meridian Technology Center now at Oklahoma State University studying fire protection and safety technology. She is the duagher of a CareerTech employee and a member of the OSU band and color guard.
CareerTech graduates as compared to workers with only high school diploma
These students are in Grades 6-12 and are enrolled in one-period CareerTech programs including family and consumer sciences, agricultural education, marketing education, business and information technology education, trade and industrial education and health occupations education.
Colte performed in Oklahoma! during its centennial run at the Lyric Theater in Oklahoma City. Based out of New York City, Colte has now left the ranks of regional theater and moved to the next step. Currently he is living and performing as a standby Jerry Lee Lewis in Million Dollar Quartet at Chicago's Apollo Theatre.
An actor in California, Travis has been working hard, using skills from CareerTech’s FFA, preparing to be in the right place at the right time. He and his dog, Presley—a brindle boxer—did just that, winning the first title of the new reality television series, Greatest American Dog. They are producing a series of video and books on manners for 2-to-6-year-old children.
The foundation for Oklahoma's statewide network of 29 technology center districts, operating a total of 57 campuses statewide, was laid in 1966 when Oklahoma voters approved a constitutional amendment allowing the establishment of what were then called area vocational-technical schools. Oklahoma's technology centers serve full-time students, both high school pupils and adult learnersOne of the main goals of these schools was to provide cost-effective vocational education. The amendment allowed school districts to join together to form a vo-tech district with an independent board of education and its own locally approved tax base. The new school could then offer specialized occupational training programs that sending schools could not afford to offer, or for which they might not have enough enrollment to justify the offering.
CTE instructors teaching academic courses must be Highly Qualified, Oklahoma State Certified and Subject Certified.
Secondary and adult students in full-time offerings
A Career Major is a model sequence of courses or field of study that prepares a student for a career and ensures that:Integration occurs between academic and occupational learning;Transitions are established between secondary schools and postsecondary institutions;Students are prepared for employment in a broad career cluster; andStudents receive a skill credential.
From Southern Oklahoma Technology Center Biotechnology Academy now majoring in biochemistry at the University of Oklahoma
These programs are primarily in three different categories: industry-specific and existing industry, adult and career development, and the Training for Industry Program (TIP).Industry-specific and existing industry training programs are customized to fit the needs of businesses or industries already located in Oklahoma. They can be offered either at a technology center or on site at a business or industry. The programs prepare employees to operate new equipment or emerging technology or to meet the changing demographics of the workforce. Training can range from three hours to several hundred hours. One particularly successful program in this arena is safety training.Adult and career development programs, usually short-term programs held in the evenings at technology centers, offer continuing education to Oklahomans needing to upgrade or expand current work skills.The Training for Industry Program (TIP) is designed specifically to meet the employee training needs of new or expanding industries. The Oklahoma Department of Commerce lists TIP as one of the most valuable weapons in its arsenal of economic development incentives. Once companies decide to locate here, CareerTech representatives work one-on-one with them to design and deliver the best start-up training programs available anywhere. Customized services include job analysis, pre-employment training, pre-production training, instructional materials and development, and assessment of training needs. And, best of all, this training is free. It can be offered on site at a business or industry or at a technology center.
Business served include Industry Specific, Safety, Training for Existing Industry, Firefighters, TIP, Entrepreneurial Development, OBAN, Adult and Career Development.
75% have not been re-incarcerated five years later
75% have not been re-incarcerated five years later
Ashlan is from Western Technology Center and plays basketball while taking courses in the Bio Med program
Raul is from Kiamichi Technology Center taking courses in Culinary Arts while participating in track and soccer.
These comprehensive school programs focus on producing well-rounded students. Students learn theory in the classroom, practice their skills in labs and shops, and gain vital leadership and teamwork skills through their participation in one of seven career and technology student organizations. These organizations include:BPA - Business Professionals of AmericaDECA - Marketing organizationFCCLA - Family, Career, and Community Leaders of AmericaFFA - Agriculture, food, and natural resources student organizationHOSA - Health Occupations Students of AmericaSkillsUSA - Architecture and construction student organizationTSA - Technology Student AssociationNTHS - National Technical Honor SocietyNearly 75,000 students join these seven organizations annually. These organizations afford them the opportunity to participate in both leadership and skill contests at the local, state, and national levels.
The mission of Business Professionals of America is to contribute to the preparation of a world-class workforce through the advancement of leadership, citizenship, academic, and technological skills.
DECA prepares emerging leaders and entrepreneurs in marketing, finance, hospitality, and management.
FCCLA (Family, Careers and Community Leaders of America) is the CareerTech Student Organization affiliated with Family and Consumer Sciences Education. Our mission is "To promote personal growth and leadership development."
Students need a 15 Plan ACT, 19 ACT or 2.5 GPA to participate. Courses are technical in nature. The cost is only $8 per credit hour. Students enroll with a college, take courses at the technology center and earn a transcript.