Implications of concomitance in technical education financed by Pronatec in the Mato Grosso do Sul state education network (2012-2015)

Background After nearly a century of federal policies focusing on career-related high school coursework, a 2006 policy reauthorization especially called for increased rigor in STEM-themed career and technical education (CTE) courses and increased participation from all students, and particularly women and those with disabilities. We explore whether this reauthorization helped meet these calls for increased participation. Research Questions We asked the following research questions in exploring the implementation of the Perkins IV act: (1) How have the predictors of participation in AS-CTE coursework changed during the decade between 2004 and 2013? (2) Were students in the class of 2013 more likely to participate in AS-CTE than those in the class of 2004? (3) Is there a specific difference in AS-CTE participation for female students and students with disabilities in the class of 2013 as compared to the class of 2004? Research Design To respond to these questions, we merged two nationally representative datasets—the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:2009). We employed basic logistic regression to explore changes in participation and ordinary least squares regression to explore changes in credit accumulation. We also utilized double hurdle and state fixed-effects models to account for various potential biases. Results We found that there were slight changes in predictors of applied STEM CTE course-taking, though female students remained significantly less likely than male students to participate in each cohort. Exploring across cohorts, we found students in the later cohort (HSLS:2009) to be both more likely to participate in applied STEM CTE and more likely to complete more units. Finally, when exploring female students and students with IEPs, we found that these students were more likely to participate in applied STEM CTE, but were not more likely to complete more units. Conclusions A first implication from these findings is that it appears the national efforts and sentiments around increasing high schoolers’ participation in CTE course-taking have taken hold. Second, it appears there may be a specific role for states as they look to grow participation in applied STEM CTE—and CTE in general. Finally, additional focus needs to be placed on increasing CTE participation for underrepresented students.

As education has changed to meet the needs of society and has been shaped by the enactment of new laws, various aspects included under the massive umbrella of education have also changed to maintain momentum One such educational program is career and technical education (CTE). Changes to CTE have been made to continually meet the needs of all involved. The purpose of this study was to identify components needed for the design of a sustainable career and technical education program. The study will provide readers with factors, which in turn will allow them to design programs which will meet the needs of education and business and industry. Information was gathered from 106 out of 115 (92.17%) career and technical education directors in North Carolina using survey research methods. Statistical analyses were used to determine the most significant factors involved in sustaining CTE programs. Research Objective 1, to determine the factors that support the implementation of a career and technical education program, showed the most significant factors were teachers holding appropriate degrees and/or licenses for the courses taught (M=4.55), technical assessments have been established and are used within the district (M=4.42), a set sequence of rigorous courses that are relevant to the 16 national career clusters have been established (M=4.30), and career and technical education student organizations were established and active (M=4.23). Research Objective 2, to determine factors that facilitate the growth of career and technical education programs, analyzed the most significant factors to be a district having a local and state articulation agreement with community colleges and/or universities for courses offered (M=4.40), collaboration with local community colleges and universities having been established (M=4.37), students have access to industry credentialing exams (M=4.33), and workforce readiness skills were identified and incorporated into career and technical education course offerings (M=4.24). Research Objective 3. to determine factors necessary to sustain an effective career and technical education program, identified the most significant factors were instructors are provided opportunities for continued professional development (M=4.47) and teachers have the equipment and technology recommended to support teaching of career and technical education courses (M=4.36). Based on this study, the researcher was able to provide benefits of an effective career and technical education program which could be used to justify the importance of such programs not just to students, but to all stakeholders involved. More specifically, the research provided this information in the form of factors necessary to design and sustain an effective career and technical education program.

This dissertation joins a conversation in the special education arena about the academic and vocational agenda for special education high school students. It explores the influence of enrollment in Career Technical Education (CTE) courses on the achievement of high school special education (SPED) students. The purpose of this study was to compare the achievement of special education (SPED) students enrolled in Career Technical Education (CTE) courses with special education (SPED) students who were not enrolled in Career Technical Education (CTE) courses. The study was designed to determine whether or not SPED students enrolled in CTE improved on the academic scores as measured by the Graduate Exit Exam (GEE) standardized test. The target population of this study was special education students enrolled in Louisiana public high schools. The sample for this study was made up of all 10th and 11th grade special education students who had taken part in the state mandated GEE during the 2008-2009 school year. The instrument used to collect data for this study was a computerized recording form. The variables of the investigation were copied directly from the archival data source, developed by the Louisiana State Department of Education’s Division of Student Standards and Assessments, into the study’s recording forms. To determine if relationships existed between CTE participation and achievement scores on standardized testing, ELA and Math scores were used as dependent variables. The other variables were treated as independent variables including the demographics of Age, Gender, Race, Socioeconomic Status (Full, Reduced and Free Lunch) and CTE program participation. The major findings were that the CTE students had significantly higher scores on the overall ELA measures than non-CTE students. All six of the Math standards for which data were available were found significantly higher for the CTE students than for the non-CTE students. Also according to the finding, the majority of SPED students did not participate in a CTE program. This researcher concluded that there was a positive academic outcome for those SPED students who participated in CTE. She recommended that SPED students be enrolled in CTE courses while participating in Louisiana public high school program.

Successful implementation of Response to Intervention (RTI) models at the secondary level is dependent on school-wide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within elective courses, such as career and technical education courses. This chapter examines RTI practices at the secondary level with a focus on school-wide implementation to include career and technical education courses. RTI components and protocols, a proposed revised RTI framework and inclusive elements, and specific intervention strategies are discussed, all as they specifically relate to career and technical education. The information presented herein will be useful for educators seeking to improve RTI outcomes through school-wide integration of intervention strategies.

ABSTRACTData from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses.

The problem of unemployed graduates or mismatch between jobs and qualifications is amongst the subject often discussed by the new graduates nowadays. employers argue that many graduates do not possess the sufficient experience, knowledge and skills applicable to industry requirements even if they have spent between three and five years on a degree or graduate diploma. With high competition between the young graduates and experienced workers as well as the limited job vacancies available due to the current economic downturn as a result of the covid-19 pandemic, majlis amanah rakyat (mara) thus took the initiative to develop the centre of accreditation and recognition of excellence (care) in providing technical and vocational education and training (tvet) courses to undergraduate students towards industrial-based recognition. This paper hence appraises the scope management of tvet courses offered by care in ensuring that mara inspiration can be successfully fulfilled whilst the aforementioned problems amongst the young graduates can be solved efficiently. The findings of this paper are expected to clarify the elements needed by other higher education institutions and industries in managing the scope of tvet courses to develop care with industry-based recognition added value

Successful implementation of response to intervention (RTI) models at the secondary level is dependent on schoolwide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within career and technical education courses to strengthen college and career readiness. This chapter examines RTI practices at the secondary level with a focus on schoolwide implementation to incorporate systems of support in career and technical education courses. Current practices to support college and career readiness within schoolwide reform movements to incorporate RTI components and protocols are described. A revised model that incorporates a systems framework is discussed within career and technical education. Attention to career pathways, curriculum design, and intervention strategies are included as they specifically relate to college and career readiness. The information presented herein will be useful for educators seeking to improve RTI outcomes through schoolwide integration of intervention strategies to support student success after high school.

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post–high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post–high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed.

Vocational and professional education and training are activities to provide apprentices and other professional newcomers with conceptual knowledge, technical skills, work experience, social aptitude and self-competency. All these activities will enable professional newcomers to accomplish their work tasks while contributing to the learners' personal growth. In this context, "development" means competence improvement and thus relates to the individual's development through learning. Besides such personal development, vocational and professional education and training is also considered a means to foster local development. Whether vocational and professional education and training really improve local development, and under what conditions, is a largely underexplored field.

This study analyzed student perceptions of the psychosocial learning environment in online and face-to-face career and technical education courses, and used survey data from a school district in Washington state. A Mann-Whitney U test was used to measure variability and compare the mean scores for a series of psychosocial learning environment scales between online and face-to-face environments to determine if differences exist. Analysis of the data indicates that in the areas of active learning and autonomy, students perceive online education as offering more benefit than face-to-face education. In the areas of student interaction, collaboration, and enjoyment, student perceptions favor the face-to-face environment.

Purpose This study investigates the level of Ghanaian youth's interest in Technical Vocational Education and Training (TVET) certification courses, using career outcome expectations and demographic characteristics such as age, gender and educational attainment, as framed by the Social Cognitive Career Theory (SCCT). Design/methodology/approach Employing a descriptive cross-sectional survey design, the research engaged 691 youth selected through quota sampling. Data collection was conducted via computer-assisted personal interviews (CAPI), and chi-square tests were used to analyse the relationships between demographic variables and interest in TVET. Findings The analysis revealed that 97% of respondents are interested in pursuing TVET courses. Interest levels were significantly associated with age, particularly among youth aged 10 -14 years and above 25 years but showed no significant differences based on gender or educational attainment. The results also show that a greater proportion (64%) of the respondents prefer self-employment careers to formal employment-seeking careers (36%) after completing TVET certification courses. Research limitations/implications The study’s cross-sectional design and reliance on self-reported data from a specific geographical area limits the generalizability of findings to broader contexts. Practical implications The high interest in TVET among the youth suggests a need to increase investment in TVET infrastructure and curriculum development to meet this demand. Social implications The absence of significant gender differences in TVET interest suggests progress toward gender equality in vocational education, which could contribute to reducing occupational segregation. Originality/value This study uniquely contributes to the literature by applying SCCT to explore how demographic characteristics and career outcome expectations converge to influence young people's interest in TVET in a non-Western context. It extends the applicability of SCCT, demonstrating its relevance in understanding the dynamics of TVET attractiveness among youth in Ghana.

A randomized, posttest-only control group experimental design was used to determine the effects of think-aloud pair problem solving (TAPPS) on the troubleshooting performance of secondary-level career and technical education students. Students who participated in the TAPPS group were randomly assigned a listening partner and orally verbalized their thought process while troubleshooting a small gas engine. Results were not statistically different between the experimental and control groups (p = .39). Thirty-eight percent of students in the control group were successful at identifying the engine fault and the correct engine system affected and correctly described how to repair it in order for the engine to operate. Twenty-five percent of students in the TAPPS group were successful at the same tasks. Among students who were successful, there were no significant differences in completion time between treatment groups. Further research should be conducted to identify and describe key differences in oral verbalization between troubleshooters who are successful and those who are not. Introduction/Theoretical Framework Solely hands-on career and technical education (CTE) is no longer sufficient because performing repetitive technical skills is not an option for employees (Johnson, 1991). Emphasis is now being placed on skills such as creative thinking, problem solving, and decision making (Maclean & Ordonez, 2007). “Agriculture and science should be the vehicle

The COVID-19 pandemic has transformed teaching and learning in higher education. Technical education programs were particularly challenged by shifts to remote instruction considering their emphasis on hands-on, real-life application and experiences. While there have been developments regarding online learning in technical education, there remains little empirical work on technical education in remote environments, including the unexpected wave of adaptions and new approaches resulting from the pandemic. This qualitative case study explores pandemic-spurred change and innovation among educators in technical education and related impacts. Guided by pedagogical resilience and a case study of a midwestern technical college, findings reveal three broader themes: a catalyst to accelerate innovation, reimagining the (online) classroom, and innovation as a core disciplinary feature. This study provides critical insight into ongoing challenges and promising solutions for teaching and learning across technical education course, program, and learning modalities.

This paper describes the results from an evaluation of a public policy that offers scholarships to current and former public high school students, so that they can attend technical and vocational education courses free of charge. We use a waiting list randomized controlled trial in four municipalities in a southern Brazilian State (Santa Catarina) to quantify the effects of the program on school progression, labor market outcomes and non-cognitive skills. Our intention-to-treat estimates reveal substantial gender heterogeneity two years after program completion. Women experienced large gains in labor market outcomes and non-cognitive skills. Employment rose by 21 percentage points (or approximately 33%) and the gains in earnings are of more than 50%. Also, women who received the offer scored 0.5 σ higher on the synthetic index of non-cognitive skills and 0.69 σ higher on an extraversion indicator. We find no effects on the male sub-sample. These findings corroborate the evidence on gender heterogeneity in the labor market effects of technical and vocational education programs. We also perform a series of exercises to explore potential channels through which these effects arise.

Technical education and training has been dramatically expanding in Brazil recently. However, there remains no evidence on the cost effectiveness of this alternative track to a more general education. This paper quantifies the wage returns of completing technical and vocational education and training compared with the returns of completing the general education track, for individuals with similar observable characteristics. Exploring data from the Brazilian National Household Sample Survey, the paper profiles the students taking up this track and quantifies the impact of different types of technical and vocational education and training courses on individuals’ hourly wages. After controlling for selection on observables with propensity score matching, the analysis shows positive and statistically significant wage premiums for students completing technical school at the upper secondary level (on average 9.7 percent ) and for those completing short-term training courses (2.2 percent on average). The paper also documents significant heterogeneity of impacts depending on the courses and the profile of students. For realistic unitary costs of providing technical and vocational education and training, the evidence suggests technical education is a cost-effective modality. The courses offered by the publically financed and privately managed “Sistema S,” together with courses in the manufacturing area have the highest positive impacts.