Industry Developed, Industry Recognized Credentials – The Most Important Credential?

➢ Developed and validated by employers

➢ Proctored testing

➢ Portable, stackable credentials

➢ Reduce cost of hire for employers

➢ Provides individuals navigating manufacturing

employment with a “quality career pathway”

04/29/2014

• Program is registered

• Individual is registered

• Agency determines when requirements are met

• Agency determines completion

• Based on industry standards

• Granted by companies/ associations

• Requires Assessment

• Granted by state or federal government

• Mandatory

• Defined by law

• Required in addition to other credentials (e.g., education award; apprenticeship)

• Time limited

• HS Diploma

• PS Award

• PS Degree

• Requires completing a program

Education Credentials

Occupational Licenses

Apprenticeship and Other

Industry Certifications

The Credential Landscape

Identify

Cre

dentials

A Credentialed Career Pathway

(Programs of Study)

From High School to …

Work and (NOT OR)

Continuing Education and

Training

Goal:Productive Adult in a

Global Economy

Career Pathway – Stackable Credentials

More than course credit pathways

Portable: trusted by employers and

institutions of higher education (external

validation)

Stackable: each credential has value (labor

market signal) leads to another credential:

51% of CC certificates require less than

one year

Offer accelerated entry into the labor

market

Credentialing process can begin in upper

secondary education

Part of a career pathway system

A recent McKinsey Global

Institute study concludes,

“policymakers and business

leaders across the globe will

need to find ways to vastly

improve their capacity to provide

job-relevant education and

training. And, in both developing

and advanced economies, new

approaches to job creation for

low and middle-skill workers will

be required (Dobbs, et al, 2012)

04/29/2014

Advanced Manufacturing TechnologyPathway Certification

35

Pedagogy

• Ensure all CTE faculty are highly skilled in pedagogy and in their professions

• Classroom instruction

• Work based learning-WBL

• CTSOs

• Contextualized learning

• Quality of Assignments

• Skilled Professionals

• Job shadowing

• Internships

• School-based enterprise

• Cooperative education

• Apprenticeships

• Leadership development

• Professional development

• Service/social engagement

• Competitive events

Context: Since the mid-1980s we have:

Added the equivalent of

one full year of core

academics (math,

science, language arts)

to high school

graduation

requirements.

• (NAEP) Reading

scores have not

improved or

significantly declined*

• (NAEP) Science scores

have not improved or

significantly declined*

• (NAEP) math scores

have remained

relatively unchanged

*Depends on the starting and ending timeframe

Taking more math is no guarantee

(ACT College Ready Math=22)

• Only 26% of students who took Alg I, II &

Geometry scored a 22 (ACT Benchmark for CCR)

on the ACT exam. (X=17.7)1

• Adding Trig increases to the average score to

19.9; 37% are CCR1

• Not until calculus is added, does the average

score exceed 22; 55% are CCR– 5 years of high

school math.

• 43% of ACT-tested Class of 20051 who earned A

or B grades in Algebra II did not meet ACT

College Readiness Benchmarks in math2

1. ACT, Inc (2004) Crisis at the Core

2. ACT, Inc. (2007) Rigor at Risk.

Math for College & Career ReadinessNCEE, 2013

• Math needed is mostly middle school

• Alg II is not a prerequisite for CC success or most careers

• College reading requires 11th/12th

grade skills• Students enter CC weak in

needed math and reading skills

NRCCTE, 2013

• Math associated with an ACT

score of 22 is mostly

middle school math,

Algebra I and some geometry.

• Math associated with

middle skill job

employment tests is

higher than that required for

an ACT score of 22 but still

found in middle school math,

Algebra I and some geometry

Presentation Name/Presenter 39

High Quality CTE Tools

Evidence-

Based

Tools

High Quality CTE Classroom:

Contextualized Learning

Mathematics

Literacy

Science

What We Learned: Experimental Test of Math Integration

• Students in the experimental classes

scored significantly higher on Terra Nova

and Accuplacer

• The effect: 71st percentile & 67th percentile

• No negative effect on technical

skills

• 11% of class time devoted to

enhanced math lessons

High Quality CTE:

Focus on Reading

• Significant

improvement from

both approaches

• Teachers with two-

years experience

in method had

greater effect

High Quality CTE: Project Based

Learning (PBL)

43

Two Strongest Predictors of Success in the Workplace

• Worked on a long term project

• Project was based a

real world (authentic) problem

Brandon Busteed, Executive Director of Gallup Education

Presentation at the NASDCTEc October 21, 2014

The SREB/NRCCTE Approach

to PBL 1. Built on authentic, work-

based problems of practice

2. Externships (Team)

3. Integrates mathematics and

literacy

4. Embedded industry problem

solving approaches

5. Cohort model

High Quality CTE in the Classroom

Includes

Skills in Every Lesson

A Developmental Approach to Work-based

Learning: Linked to Industry Credentials Job shadowing (Cross Curricular)

Unpaid Internships (short)

School-based enterprise

Cooperative education or

Paid Internships (extended)

Apprenticeships (intensive)

Everywhere but in the U.S. . . .

• The % of youth in VET ranges from 5% (Ireland) to 80%

(Czech Republic).

• More than 50% youth in VET: Austria, Belgium, Finland,

Switzerland, Australia, Germany, Sweden, Denmark and

others.

• Japan, United Kingdom, France, Korea and others exceed

20%

• The U.S. doesn’t make the list!

Learning for jobs (OECD, 2010)

The Value of WBL?

Nations enrolling a large proportion of upper-secondary students

in vocational programs that include heavy doses of WBL have

significantly higher:

Bishop & Mane, 2004

Whither Wisconsin (More Q&D Audit)?

• 2016 School Data

• YA data provided by Youth Apprenticeship Coordinator Bureau of Apprenticeship Standards WI Department of Workforce Development

• Includes ALL 10 clusters

• Assumptions:• Enrollment is evenly distributed

among 9th, 10th, 11th, 12th grades

• Therefore half of the total school enrollment are juniors and seniors

Presentation Name/Presenter 49

Skills Best Learned in the Workplace

Personal Effectiveness*

• Deal with setbacks

• Stay on track

• Not easily distracted

• Consistency

• Hard worker

• Persistence

• ‘Stick-to-it tivess’

• Diligence

Foundational Workforce Competence**

• Teamwork

• Oral & written skills

• Professionalism

• Ethics

• Creativity

• Problem solving

• Systems knowledge

• Responsibility

Personal Effectiveness

& Foundational Workforce

Competence

*Duckworth **SCANS, 21st Century

Effective CCR Requires a Career

Development Framework

MissionEmpower ALL students to travel the road TO adulthood through education and training to careers!

VisionReimagining K-12 education to equip students with meaningful and supportive adult relationships and the ability to adapt to opportunities and challenges on their personalized journeys to successful lives.

The ACP Model

Imagine Involving All

Faculty in Career

Pathways

Individualized Career Plan

(5-year rolling)

Career Pathway

9th Grade Career

Post secondary Planning

Distributed Guidance

AAI in

English

AAI in

Social

Studies

AAI in

ScienceAAI in

Math

Distributed Guidance

Health Career PathwayELA: Write a paper explaining infection control practices and

procedures documenting examples of when safety protocols

were violated.

Science: Conduct a study of local health care facilities to

determine how medical waste is disposed.

Social Studies: Study the impact of war-time medical care on

the advancement of medical techniques.

Math: Compute the number of calories in the school lunch and

then calculate how long a person would have to walk to burn

off those calories to maintain body weight

Challenges (A Beginning List)

Education• Curriculum Space

• Testing Obsession

• Qualified Faculty

• HS-PS Systems Conflict

• Keeping Curriculum and Facilities Current

• Insurance for WBL

• Data Issues– Credentials

– Work experience

Business & Industry• Meaningful WBL

• Sustaining Partnerships

• Workplace Mentors (Teacher On the Job)

• Capacity (Siemens=12)

• Insurance Regulations

System• Data

– Linking across

education & training

providers

– Linking vertically:

K12 through PS

– Linking to UI wage

data

End Where We Began• Begin with LMI and identify relevant industry

standards for: Occupational expression of academics

Technical skills (certifications)

Personal effectiveness & Foundational Workplace Skills

• Audit your system and clean house

• Build pathway programs horizontally and build vertically Cross curriculum integration

Dual credit; Seamless transition

Single advisory council for each pathway in the system (HS & PS)

Embed robust career development

• Become Part of a Career Pathways System

Stone’s

Veterinary/Taxidermist

Either Way , You Get Your Dog

Back

A caution in trying to be all things to all

people . . .

james.stone@nrccte.org

www.nrccte.org