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Descriptors:
Industry; Educational Principles; Vocational Education; Conference Papers; Apprenticeships; Salary Wage Differentials; Graduation Rate; Qualifications; Relevance (Education); School Business Relationship; Education Work Relationship; Innovation; Role of Education; Labor Force Development; Research Needs; Stakeholders; Foreign Countries

Abstract:
This paper was a keynote address at the Australian Vocational Education and Training Research Association (AVETRA) conference held in Canberra in April 2012. The author notes that industry is arguably the key stakeholder in the Australian vocational education and training (VET) sector, but is not a single actor nor a disinterested consumer of training. Rather, industry consists of a range of bodies, all of whom are active players in the sector. The paper discusses six areas of research which are pertinent to industry. These areas are: (1) the value of completing an apprenticeship or traineeship; (2) the role of wages in completion rates for apprenticeships and traineeships; (3) the value of completion of VET qualifications; (4) the level of matching between what people are training in and the jobs they get; (5) the role of VET in innovation; and (6) VET and workforce development. All of this research raises questions about VET and industry, either in terms of how public training funds are allocated or the educational principles on which VET is based. In particular, the major points made are that the value of training is quite variable and this should be a consideration in its public funding, and the narrow industry focus of VET needs to be leavened with more general education. (Contains 5 tables, 8 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Principles; Program Effectiveness; Program Implementation; Program Evaluation; Models; Allied Health Occupations; Guides; Federal Legislation; Educational Change; Partnerships in Education; Secondary Education; Postsecondary Education; Accountability; Vocational Education; State Government; Federal Government; Job Skills; Labor Force Development; College School Cooperation; School Business Relationship; Leadership Responsibility; Access to Education; Equal Education; Relevance (Education); Curriculum Development; Teaching Methods; Professional Development; Program Improvement

Abstract:
This guide begins with background information useful to understanding Illinois' framework for implementation and evaluation of Programs of Study. It starts with a visual depiction of the relationships between activity at the federal, state and local levels that evolved to the creation of Illinois' Career Cluster Model. This Model, which is based on the States' Career Clusters Initiative, is also discussed, along with a visual depiction of the relationship between the 16 career clusters, the 79 career pathways, and numerous Programs of Study. An example of this relationship is provided using the Health Science cluster since this cluster is one of the first tapped for statewide implementation in Illinois. Following the introduction, it presents the six guiding principles for implementation and evaluation of Programs of Study. Each principle has its own section with the following information: (1) The guiding principle statement: A brief, straightforward statement of the principle; (2) A principle overview: The what, why and how of implementation relevant to the principle; (3) An "In Practice" example: A promising practice in Illinois pertaining to the principle; (4) An "In Perkins IV" statement: Legislative language that is aligned with the principle; (5) "Design Elements at a Glance": Design elements associated with the principle; (6) Tools and Resources: Selected tools and resources for implementing the principle; and (7) Appendices: A copy of one selected tool or resource, reprinted with permission of the publisher or author. The concluding section of this guide, titled Moving Forward, presents some activities planned for Illinois' journey with Programs of Study. Appended are: (1) Principle One: Leadership, Organization, and Support; (2) Principle Two: Access, Equity, and Opportunity; (3) Principle Three: Alignment and Transition; (4) Principle Four: Enhanced Curriculum and Instruction; (5) Principle Five: Professional Preparation and Development; and (6): Principle Six: Program Improvement and Accountability. (This publication was prepared pursuant to a grant from the Illinois State Board of Education and the Illinois Community College Board and is funded 100% through the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Education; Federal Legislation; Educational Legislation; Educational Change; Alignment (Education); Educational Cooperation; Accountability; Educational Innovation; Labor Force Development; Government Role; State Government; Consortia; School Business Relationship; Competition; Access to Education; Equal Education; Rewards

Abstract:
In his 2012 State of the Union Address, President Obama laid out a blueprint for an economy that is built to last. The President's plan affirms that the strength of the American economy is inextricably linked to the strength of America's education system. Particularly in times of economic challenge, American employers need a workforce that is skilled, adaptable, creative, and equipped for success in the global marketplace. And our students need a more rigorous, better tailored education to acquire the skills they need to compete, to follow a clear pathway into the middle class and to continue to prosper. To educate our way to a better economy, educators, public officials, and policymakers must ensure that every student in our country graduates from high school prepared for college and a successful career. Yet that is not enough. If America is to once again have the highest proportion of college graduates in the world by the end of the decade, every American should have access to at least one year of higher education or postsecondary training at an affordable cost. A world-class education system that provides high-quality job-training opportunities will reduce skills shortages, spur business growth, encourage new investment and hiring, spark innovation, and promote continued economic growth. With $1.14 billion in funding for Fiscal Year 2012, the "Carl D. Perkins Career and Technical Education Act of 2006" ("Perkins Act or Act") represents a considerable investment in career readiness. Perkins Act programs leverage other components of a broader education and career pathways system that includes K-12 and postsecondary education, workforce investment and job training, adult education, and health and human services. They help create an American economy built to last. At present, however, the "Perkins Act" is in need of reform and updating. The 2006 "Act" took modest yet important steps to improve the quality of CTE programs. But it did not go far enough to address the overarching educational and economic needs of youths and adults preparing to participate in the knowledge-based, global marketplace of the 21st century. Our federal investment in CTE must be dramatically reshaped to fulfill its potential to prepare all students, regardless of their backgrounds or circumstances, for further education and cutting-edge careers. The need to strengthen and elevate CTE is urgent. This is a not a time to tinker with CTE--it is a time to transform it. To help accomplish this transformation, this blueprint sets forth the elements of a rigorous, relevant, and results-driven CTE program through reauthorization of the "Perkins Act." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Continuing Education; Foreign Countries; Vocational Education; Educational Change; Program Effectiveness; Labor Force Development; Participation; Individual Characteristics; Institutional Characteristics; National Surveys; Annual Reports; Occupational Surveys; Predictor Variables; Skill Analysis; Skill Development; Job Skills; Skilled Workers; Knowledge Level; Cluster Grouping; Trend Analysis; Educational Trends; Health Education; Data Analysis; Education Work Relationship

Abstract:
Purpose: Within the context of policies on developing the workforce of the government health sector in England, this paper aims to investigate participation in work-related continuing education and training (WRCET), its pedagogy and effectiveness. Individual and organizational characteristics associated with effective WRCET are examined. Design/methodology/approach: The paper employs a cross-sectional study, using data from annual large-scale National Staff Surveys of 2006 and 2009. Based on detailed occupational groups, the authors classify respondents to high- and low-skilled staff and develop four dependent variables that combine specific types of training with respondent assessments of the effectiveness of their training for their professional development. Probit regressions models are estimated for both groups of workers, controlling for individual and organizational characteristics. Findings: Participation in WRCET increased between 2006 and 2009 for both groups with differential patterns of participation across four types of training. Applying an effectiveness criterion eliminates relative change in participation rates between the groups and results in only about a quarter of those who participated in WRCET rating it as effective. Appraisal and particularly membership of positively rated work teams are strongly associated with training being rated as effective. Originality/value: This is the first use of this large-scale data set to appraise health sector policies on WRCET. Distinguishing between participation alone and whether participation is perceived as effective has benefits in appraising training policies and identifies appraisal and membership of positively rated teams as factors associated with effective WRCET. Use of an effectiveness criterion shows very large differences between participation alone and participation in effective WRCET. (Contains 8 tables and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Education; Preschool Education; Elementary Secondary Education; National Programs; Data Collection; Special Education; School Statistics; Information Dissemination; State Departments of Education; Educational Administration; Federal Government; State Government; Public Officials; Public Policy; Educational Research; Educational Researchers; Educational Policy; News Media; Citizen Participation; Educational Finance; National Surveys; School Surveys; Enrollment; Average Daily Attendance

Abstract:
This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and access the data file. The Governments Division of the U.S. Census Bureau conducts the NPEFS data collection on behalf of NCES. The Education Sciences Reform Act of 2002, section 151(b) (3), 20 U.S.C. 9541, authorizes NCES to collect these data. NPEFS provides state aggregate finance data for revenues and expenditures for public elementary and secondary education. NPEFS data are useful to: (1) chief officers of state education agencies; (2) policymakers in the executive and legislative branches of federal and state governments; (3) education policy and public policy researchers; (4) the press; and (5) citizens interested in information about education finance. State education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, and four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands) report state aggregate finance data to the NPEFS program. The data file is organized by state or jurisdiction and contains revenue data by funding source, expenditure data by function and object, and average daily attendance (ADA) data. The file also includes total student membership data from the 2008-2009 CCD State Nonfiscal Survey of Public Elementary/Secondary Education 1c file. Appended are: (1) Record Layout and Description of Data Elements; (2) Glossary; (3) State Abbreviations and American National Standards Institute (ANSI) State Codes; (4) Imputations and Edits List; (5) Fiscal Data Plan Questions; (6) Fiscal Data Plan Responses; (7) Value Distribution and Field Frequencies; (8) State Notes; and (9) Survey Form. (Contains 3 tables, 7 exhibits and 11 footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Elementary Secondary Education; Graduation Rate; Educational Policy; State Government; Federal Government; College Students; Government Role; Financial Support; Educational Change; Educational Attainment; Data Collection; Change Strategies; Academic Degrees; Job Skills; Educational Quality; Educational Finance

Abstract:
This article addresses the broad-based reform movement led by state and federal policy makers and designed to increase dramatically the number of students graduating from the nation's colleges and universities. This movement--known as "the completion agenda"--aims to collect more and better data about students' educational progress toward degrees, to enact new policies that incentivize increased graduation rates and improve the efficiency of degree production, and to tie funding to increased completion rates. Unfortunately, the ensuing completion reform movement was launched in the midst of a severe economic downturn and after years of demographic shifts and educational shortfalls at both the K-12 and higher education levels. Elected officials at the state level also are faced with increasingly tough budget choices, and thus the completion agenda has morphed into a more-completion-at-less-cost agenda. This movement is poised to have a profound effect on how colleges and universities throughout the country operate. Unfortunately, it has become too narrowly focused; whereas society and the economy need "more and "better"," policy leaders are trying to deliver "more and "cheaper"." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Competency Based Education; College Credits; Noncredit Courses; Vocational Education; Prior Learning; National Standards; Educational Innovation; Credentials; Outcomes of Education; Foreign Countries; School Business Relationship; Barriers; Federal Government; State Government; Public Agencies; Educational Policy

Abstract:
The national goal of increasing postsecondary credentials, to improve both equity and economic competitiveness, requires a fresh look at how to recognize learning in noncredit workforce education and training. The credit hour has long been the standard academic currency in postsecondary education. Despite its weakness as a measure of learning, in most institutions it is the building block that students collect and accumulate in order to earn their degrees. It also is the metric governments use to allocate funds to educational institutions. However, there is no standard way of valuing "noncredit" learning and assessing and documenting its equivalence to credit courses and programs. This is despite a growing recognition of alternative ways for students to learn, including competency-based learning. As a result, noncredit learning leads to no credential at all, rather than to an industry-recognized or postsecondary credential. This report seeks to contribute to the conversation about how to move the postsecondary and employment and training fields toward a qualifications framework for awarding educational credit for occupational education and training based on demonstrated competencies. It begins with a brief overview of sub-baccalaureate education, looking specifically at disconnects in the current system--disconnects between credit and noncredit programs, as well as disconnects between education and training provided by educational institutions and that provided by employers, the military, community-based organizations, and a host of others. The report then examines federal, state, and institutional efforts to better assure the quality of credentials and to bridge noncredit and credit-bearing instruction. Next, the report looks at a consensus-building process developed among European countries for creating more consistent expectations regarding postsecondary learning outcomes, as well as at efforts underway to apply this process to the U.S. postsecondary education system. This process suggests an approach to creating a qualifications framework that would enable postsecondary institutions to reliably and consistently award educational credit for noncredit workforce education and training, regardless of where and how the training occurred. Appended are: (1) Current State of Postsecondary Workforce Education and Training; (2) Glossary; and (3) Advanced Manufacturing Competency Model. (Contains 28 resources and 69 endnotes.) [This report was written in collaboration with Corporation for a Skilled Workforce.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Textbooks; Educational Technology; Electronic Publishing; Open Source Technology; Computer Uses in Education; Technology Planning; Instructional Materials; State Policy; State Programs; Educational Policy; Educational Change; Educational Trends; Guidelines; Selection Criteria; Program Implementation; Federal Legislation; Quality Control; Alignment (Education); Sustainability; Leadership Effectiveness; Educational Finance; Innovation; Social Networks; Elementary Secondary Education; Intellectual Property; Educational Resources; Federal Government; Textbook Selection; Textbook Content; Government Role

Abstract:
Technological innovation is driving fundamental changes in all aspects of our lives. This is especially true of digital content, as our use of e-books, downloadable music, streaming television and movies, and online social networks has exploded. However, the explosive growth in our use of digital content seems so far to have eluded many of the 50 million students enrolled in public K-12 education. In spite of the fact that states and districts spend $5.5 billion a year in core instructional content, many students are still using textbooks made up of content that is 7 to 10 years old. In 2012, it is still the exception--not the norm--that schools choose to use digital content, which could be updated much more frequently, or opt to use the multitude of high-quality online resources available as a primary source for teaching and learning. The reasons are many, but the result is this: Too few schools are exploiting digital instructional content for all of its benefits. While many in education continue to perpetuate the decades-old textbook-centric approach to providing students and teachers with instructional materials, the gap is widening between what technology allows us to do in our lives--how we communicate, work, learn, and play--and how we're educating our kids. The primary benefit of digital content may be its flexibility. Crucial to realizing the flexibility benefit are open educational resources (OER), resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others in perpetuity. States are the key to driving instructional materials innovation. With primary responsibility for determining the process and funding models for instructional materials acquisition in their schools, states have started to implement significant policy changes--in some cases with the support of the federal government--that are giving powerful momentum to the shift from print to digital content. In total, 22 states have introduced either definitional or funding flexibility, launched a digital textbook initiative, and/or launched an OER initiative. Common to virtually all of these efforts are strong state leadership, a culture of innovation, a belief in increased local flexibility in spending and content choice, and strong implementation plans. Given current trends and building upon the real-world experiences of states and leading districts, the State Educational Technology Directors Association (SETDA) offers recommendations for K-12 policymakers, school leaders, and publishers searching for ways to collaborate and to reimagine the future of the K-12 textbook. Appended are: (1) Key Questions to Address in Adopting Digital Instructional Materials; and (2) References Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Job Training; Associate Degrees; Job Skills; Employment Qualifications; Two Year Colleges; Labor Force Development; Industry; Biological Sciences

Abstract:
A number of economists, policymakers, elected officials, and employers cite a "skills gap" as the reason the nation is not putting more people back to work. The problem, they reason, is that too many people have the wrong skills for today's jobs, and colleges and universities are not doing enough to prepare people with the right skills. The idea of a skills gap is tempting to buy into, and using higher education resources as a swift means of filling the gap seems to make some sense on the surface. However, before making radical changes to state systems of higher education to fix a short-term problem, it is worth taking a closer look at the nature of that problem, and at alternatives that might better serve everyone--students, job seekers, employers, colleges, and state governments--in the long run. The authors argue that if educators reevaluate the associate degree, they can begin to address the skills gap and build a stronger, more efficient, and effective ladder of educational and career opportunity across New England. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Foreign Countries; Graduate Study; Federal Government; Educational Administration; Vocational Education; Canada Natives; Educational Policy; Professional Associations; Government Role; Graduate Students; College Administration; College Faculty; Educational History; Universities; Professional Education

Abstract:
This report describes programs that require a bachelor's degree, not necessarily in the same field, for entry to the program. They are equivalent to at least one semester of full-time study, with at least some of the instruction delivered face-to-face in British Columbia, Canada. Graduate programs, professional programs such as law and medicine, and post-baccalaureate diploma programs in public, not-for profit, and for-profit institutions are all within its scope. The paper touches on an extensive and representative sample of programs and institutions, but does not provide a complete inventory. The focus is on how programs were established, not on everything that has happened subsequently. Although a few graduate programs existed prior to 1945, postsecondary education in BC until then consisted mainly of undergraduate teaching institutions and various apprenticeship and articling opportunities. With the growth of research funding from the federal government, graduate education began expanding in the 1950s and, by the 1960s, doctoral education had become common. Professional programs had a more varied evolution, with some moving from training provided by the profession into the university and with many raising their entry qualifications to a bachelor's degree. The most recent post-baccalaureate developments have concerned post-degree certificates and diplomas. BC Public Institutions are appended. [For "Agencies and Organizations. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 6," see ED536089.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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