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Introduction In the competitive world today skilled craftsmanship are in high demand Training individuals to develop the specific skill set 2023
Introduction In the competitive world today skilled craftsmanship are in high demand. Training individuals to develop the specific skill set to keep up with the demand is very costly and time consuming for new and seasoned companies within the workforce. Soft skills like typing, phone educate and proper business attire is very important factors that potential applicants should have before entering the workforce. Background A brief history on Career and Technical Education (CTE); CTE is a specified pathway of studies to prepare students for entry into the skilled workforce upon high school graduation. Vocational schools, also known as trade schools, career colleges, and technical colleges, train students for skills-based careers. Those interested in careers such as event planning, accounting, graphic design, plumbing, or law enforcement can study at a vocational technical school. CTE results in either a certificate or associate’s degree. Students who complete these programs are then ready to begin their careers or earn their four-year degrees. CTE is an alternative curriculum for students who are not college-bound; nevertheless, CTE was not originally developed for this. Earliest developments of CTE, including educational philosopher, John Dewey (1916) viewed manual training, as CTE was then termed, as appropriate for all students and complementary to the lecture and passive book learning inherent in academic coursework. According to Dewey; he argued that manual training provided a meaningful way for students to learn by doing, and it facilitated learning of general mechanical principles and processes rather than the acquisition of specific skills in preparation for work in particular trades that later characterized modern CTE. The Carl D. Perkins Vocational and Technical Education Act (Perkins Act) was first authorized in 1984 and again in 1998. Its purpose is to increase the quality of technical education in the United States. In 2006, the Act was reauthorized as the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The new law includes three major revisions: 1. Replaces “vocational education” with “career and technical education” 2. Maintains the Tech Prep program as a separate entity with federal funding within the legislation 3. Maintains state administrative funding at 5 percent of a state’s allocation The new law also requires the development of articulation agreements and strengthens local accountability provisions. The Perkins Act provides almost $1.3 billion annually to career and technical education programs in all 50 states until 2016. Federal funds provide the principal source for innovation and program improvement. State and local funding supports the career and technical education infrastructure and pays teachers’ salaries and other operating expenses. After the Perkins Act was passed, the National Center for Education Statistics (NCES) went to work doing statistical analysis. It compared students who achieved traditional four-year degrees and those who pursued vocational education programs, and it discovered that traditional students are less likely to work within their fields of study than students who participate in vocational training. Because they received hands-on learning prior to entering their fields, vocational students may find a job relevant to their experiences more easily. Problem Statement One of the major problems high school students are facing today is workforce readiness after graduation according to Gewertz, 2016 article “Only 8 Percent of Students Complete College- and Career-Ready Curriculum”. College and military transitional post-secondary educational institutions push most high school students to go to college as they are preparing to exit high school and enter the real world. But not all high school students are college or military material. Only 8% of U.S. high school graduates complete a preparatory curriculum for college or the workplace and fewer complete course sequences with grades reflecting mastery of content (Gewertz, 2016). 92% of the remaining students focuses on college and military as an only resource of postsecondary education. According to Gewertz, 2016 these students might benefit from building a knowledge base and skills in preparation for job training and real-life applications. According Packard, Leach, Ruiz, Nelson, & DiCocco, 2012 today’s resent high school graduates are facing these issues: job loss altered career plans, whereas relevant jobs propelled career development; limited access to college constrained options, whereas college experience expanded options; graduates experienced the loss of education-related support, and CTE served as a backup plan (Packard, Leach, Ruiz, Nelson, & DiCocco, 2012). These students According to Achieve, 2017 survey 78% of college faculty and 62% of employers believe public high schools are not doing enough to prepare students for expectations in college and the working world (Achieve, 2014). The general problem is high school student not receiving enough career and technical educational workforce readiness craft skills in high school resulting in lack of craft skilled students transitioning into the workforce right after graduating from high school (Achieve, 2014). High school student’s unequipped and unprepared for the workforce creates economic gaps with hiring skilled workers and young adults not leaving the nest. More than a quarter of 20 to 34-year olds are still living with their parents according to new statistics – the highest proportion since 1996 (Chalabi, 2014). The specific problem is schools are not identifying career interests and providing workforce craft skills training to meet today’s demands resulting in the increasingly reduced number of quality skilled individuals right out of high school (Packard, Leach, Ruiz, Nelson, & DiCocco, 2012). This is a direct reflection on the large amount of young people who has a diploma but lacks the necessary knowledge and skills needed to be successful for life beyond high school. In fact, nearly half (47%) of all American public high-school graduates complete neither a college- nor career-ready course of study (Haycook, 2016). High school students not receiving enoughcareer and technical educational workforce readiness craft skills in high school is an issue that can’t be ignored. Today’s educational facilities are failing our youth and hindering our workforce. Purpose Statement Tools needed for student workforce success beyond high school graduation is the driving force for this research. The purpose for this mixed method research study is to understand the benefits of providing the necessary essential career and technical educational workforce readiness craft skills in high school. There have been several concerns on how well schools are guiding student along career pathways. Questioning if schools are equipping students with the right skills needed to prepare them for college, job training, or the workplace. According to Bromberg & Theokas, 2016 concluded that students were “meandering toward graduation” with a focus on accumulating credits, rather than on systematically building a strong base of knowledge and skills that will help them thrive after they get their diplomas (Bromberg & Theokas, 2016) Continues concern linked to this issue is that teachers are teaching to take the standardized testing and not teaching the kinds of skills needed for the student to succeed in the modern workplace. The Washington Post addressed this concern “Standardized tests are not helping to prepare students for college or careers” (Strauss, 2014). The CEO’s and leaders of company’s blame the school system for the lack of workplace knowledge these young individuals have. Teachers are stressed because of their jobs are now based on test scores and not the success of the students. (Strauss, 2014) Standardized testing has a large contribution to this problem but this problem exists because of a mixture of several components; for example; funding, qualified craft skilled instructors, adequate space for vocational performance tasks, and keeping up with the current workforce changing demands. Data and the press has validated and addressed this gap in educational workforce preparation for several years now. This issue cannot be solved with a single solution or just a few adjustments but resolving each issue or concern systematically and tactfully will do diligence and justice for providing the necessary essential career and technical educational workforce readiness craft skills in high school. Contribution to Knowledge This study will help prepare students entering the workforce right out of high school and also help the workforce by reducing training costs and provide the workforce with skilled and employable candidates. This study will provide justifiable researched rational on the importance of workforce preparation beginning in high school that will provide craftsmanship skilled balance to the demands needed within the competitive workforce of toady. Research Question Why is career and technical education (CTE) workforce development not a mandated high school graduation requirement? R1. What are the major factors that are required for students to be considered workforce ready? R2. What are the contributing factors that are preventing our teachers from providing high school students the essential to be workforce ready? R3. How do we identify the CTE craft skills needed for workforce readiness? R4. What are the perceptions of school administrators and counselors on college and career readiness programs available in city, state? Proposed Method and Rationalization The proposed method selected in this study will be a mixed method approach. Qualitative research will be conducted using interviews, observations, and archival documents. Qualitative research will provide an understanding of underlying reasons, opinions, and motivations. Quantitative research will be conducted using numerical continuous data (Wyse, 2011). The up-side-down or inverted pyramid will be used to prioritize and conform structure with in the text. Interview will be conducted on seniors in high school and workforce hiring company human resource representative. The purpose of the interview is to find out whether or not what the student has learned and retained in high school meets the requirement that the workforce demands. Retrieval of data on graduate students who have taken CTE workforce courses during high school and students who have not taken CTE courses during high school who have entered into the workforce. The purpose of the data retrieval is to discover how each of these groups are receive and their success within the workforce. Research Design The design of research utilized in this study is the action research method. This design provides essential collaboration with organizations or institutions to address a problem or create a policy. Action research approach serves specific compatible yet distinct purposes to build the reflective graduating high school student, make progress on schoolwide priorities for CTE workforce development programs, and build a professional culture between high school CTE programs and the workforce (Sagor, 2000). References Achieve. (2014, December 17). Recent High School Graduates Report Not Being Prepared for College and Career According to New National Survey. Rising to the Challenge. Retrieved from https://www.achieve.org/rising-challenge Bromberg, M., & Theokas, C. (2016). Meandering Toward Graduation: Transcript Outcomes of High School Graduates. Washington, DC: The Education Trust. Retrieved from https://edtrust.org/wp-content/uploads/2014/09/MeanderingTowardGraduation_EdTrust_April2016.pdf Elliott, K. K. (2017). A Descriptive Study of Factors Influencing the Retention of Secondary Agriculture Teachers Career & Technical Education Research, 1 (42), 3-19. doi:10.5328/cter42.1.3 Fletcher Jr., E. E. (2017). A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations Career & Technical Education Research, 1 (42), 35-55. doi:10.5328/cter42.1.35 Gewertz, C. (2016, April 5). Only 8 Percent of Students Complete College- and Career-Ready Curriculum. Education Week Mobley, C. C. (2017). The Influence of Career-Focused Education on Student Career Planning and Development: A Comparison of CTE and Non-CTE Students Career & Technical Education Research, 1 (42), 57-75. doi:10.5328/cter42.1.5 Packard, B. W.-L., Leach, M., Ruiz, Y., Nelson, C., & DiCocco, H. (2012, June). School-to-Work Transition of Career and Technical Education Graduates. The Career Development Quarterly; Alexandria, 60(2), pp. 134-144. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1022692375?pq-origsite=summon&accountid=134061 Sagor, R. (2000). Guiding school improvement with action research. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714 Wyse, S. E. (2011, September 16). What’s the difference between qualitative and quantitative research? Zirkle, C. Z. (2017). Career and Technical Education Administration: Requirements, Certification/Licensure, and Preparation Career & Technical Education Research, 1 (42), 21-33. doi:10.5328/cter42.1.21 Introduction In the competitive world today skilled craftsmanship are in high demand. Training individuals to develop the specific skill set to keep up with the demand is very costly and time consuming for new and seasoned companies within the workforce. Soft skills like typing, phone educate and proper business attire is very important factors that potential applicants should have before entering the workforce. Background A brief history on Career and Technical Education (CTE); CTE is a specified pathway of studies to prepare students for entry into the skilled workforce upon high school graduation. Vocational schools, also known as trade schools, career colleges, and technical colleges, train students for skills-based careers. Those interested in careers such as event planning, accounting, graphic design, plumbing, or law enforcement can study at a vocational technical school. CTE results in either a certificate or associate’s degree. Students who complete these programs are then ready to begin their careers or earn their four-year degrees. CTE is an alternative curriculum for students who are not college-bound; nevertheless, CTE was not originally developed for this. Earliest developments of CTE, including educational philosopher, John Dewey (1916) viewed manual training, as CTE was then termed, as appropriate for all students and complementary to the lecture and passive book learning inherent in academic coursework. According to Dewey; he argued that manual training provided a meaningful way for students to learn by doing, and it facilitated learning of general mechanical principles and processes rather than the acquisition of specific skills in preparation for work in particular trades that later characterized modern CTE. The Carl D. Perkins Vocational and Technical Education Act (Perkins Act) was first authorized in 1984 and again in 1998. Its purpose is to increase the quality of technical education in the United States. In 2006, the Act was reauthorized as the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The new law includes three major revisions: 1. Replaces “vocational education” with “career and technical education” 2. Maintains the Tech Prep program as a separate entity with federal funding within the legislation 3. Maintains state administrative funding at 5 percent of a state’s allocation The new law also requires the development of articulation agreements and strengthens local accountability provisions. The Perkins Act provides almost $1.3 billion annually to career and technical education programs in all 50 states until 2016. Federal funds provide the principal source for innovation and program improvement. State and local funding supports the career and technical education infrastructure and pays teachers’ salaries and other operating expenses. After the Perkins Act was passed, the National Center for Education Statistics (NCES) went to work doing statistical analysis. It compared students who achieved traditional four-year degrees and those who pursued vocational education programs, and it discovered that traditional students are less likely to work within their fields of study than students who participate in vocational training. Because they received hands-on learning prior to entering their fields, vocational students may find a job relevant to their experiences more easily. Problem Statement One of the major problems high school students are facing today is workforce readiness after graduation according to Gewertz, 2016 article “Only 8 Percent of Students Complete College- and Career-Ready Curriculum”. College and military transitional post-secondary educational institutions push most high school students to go to college as they are preparing to exit high school and enter the real world. But not all high school students are college or military material. Only 8% of U.S. high school graduates complete a preparatory curriculum for college or the workplace and fewer complete course sequences with grades reflecting mastery of content (Gewertz, 2016). 92% of the remaining students focuses on college and military as an only resource of postsecondary education. According to Gewertz, 2016 these students might benefit from building a knowledge base and skills in preparation for job training and real-life applications. According Packard, Leach, Ruiz, Nelson, & DiCocco, 2012 today’s resent high school graduates are facing these issues: job loss altered career plans, whereas relevant jobs propelled career development; limited access to college constrained options, whereas college experience expanded options; graduates experienced the loss of education-related support, and CTE served as a backup plan (Packard, Leach, Ruiz, Nelson, & DiCocco, 2012). These students According to Achieve, 2017 survey 78% of college faculty and 62% of employers believe public high schools are not doing enough to prepare students for expectations in college and the working world (Achieve, 2014). The general problem ishigh school student not receiving enough career and technical educational workforce readiness craft skills in high school resulting in lack of craft skilled students transitioning into the workforce right after graduating from high school (Achieve, 2014). High school student’s unequipped and unprepared for the workforce creates economic gaps with hiring skilled workers and young adults not leaving the nest. More than a quarter of 20 to 34-year olds are still living with their parents according to new statistics – the highest proportion since 1996 (Chalabi, 2014). The specific problem is schools are not identifying career interests and providing workforce craft skills training to meet today’s demands resulting in the increasingly reduced number of quality skilled individuals right out of high school (Packard, Leach, Ruiz, Nelson, & DiCocco, 2012). This is a direct reflection on the large amount of young people who has a diploma but lacks the necessary knowledge and skills needed to be successful for life beyond high school. In fact, nearly half (47%) of all American public high-school graduates complete neither a college- nor career-ready course of study (Haycook, 2016). High school students not receiving enoughcareer and technical educational workforce readiness craft skills in high school is an issue that can’t be ignored. Today’s educational facilities are failing our youth and hindering our workforce. Purpose Statement Tools needed for student workforce success beyond high school graduation is the driving force for this research. The purpose for this mixed method research study is to understand the benefits of providing the necessary essential career and technical educational workforce readiness craft skills in high school. There have been several concerns on how well schools are guiding student along career pathways. Questioning if schools are equipping students with the right skills needed to prepare them for college, job training, or the workplace. According to Bromberg & Theokas, 2016 concluded that students were “meandering toward graduation” with a focus on accumulating credits, rather than on systematically building a strong base of knowledge and skills that will help them thrive after they get their diplomas (Bromberg & Theokas, 2016) Continues concern linked to this issue is that teachers are teaching to take the standardized testing and not teaching the kinds of skills needed for the student to succeed in the modern workplace. The Washington Post addressed this concern “Standardized tests are not helping to prepare students for college or careers” (Strauss, 2014). The CEO’s and leaders of company’s blame the school system for the lack of workplace knowledge these young individuals have. Teachers are stressed because of their jobs are now based on test scores and not the success of the students. (Strauss, 2014) Standardized testing has a large contribution to this problem but this problem exists because of a mixture of several components; for example; funding, qualified craft skilled instructors, adequate space for vocational performance tasks, and keeping up with the current workforce changing demands. Data and the press has validated and addressed this gap in educational workforce preparation for several years now. This issue cannot be solved with a single solution or just a few adjustments but resolving each issue or concern systematically and tactfully will do diligence and justice for providing the necessary essential career and technical educational workforce readiness craft skills in high school. Contribution to Knowledge This study will help prepare students entering the workforce right out of high school and also help the workforce by reducing training costs and provide the workforce with skilled and employable candidates. This study will provide justifiable researched rational on the importance of workforce preparation beginning in high school that will provide craftsmanship skilled balance to the demands needed within the competitive workforce of toady. Research Question Why is career and technical education (CTE) workforce development not a mandated high school graduation requirement? R1. What are the major factors that are required for students to be considered workforce ready? R2. What are the contributing factors that are preventing our teachers from providing high school students the essential to be workforce ready? R3. How do we identify the CTE craft skills needed for workforce readiness? R4. What are the perceptions of school administrators and counselors on college and career readiness programs available in city, state? Proposed Method and Rationalization The proposed method selected in this study will be a mixed method approach. Qualitative research will be conducted using interviews, observations, and archival documents. Qualitative research will provide anunderstanding of underlying reasons, opinions, and motivations. Quantitative research will be conducted using numerical continuous data (Wyse, 2011). The up-side-down or inverted pyramid will be used to prioritize and conform structure with in the text. Interview will be conducted on seniors in high school and workforce hiring company human resource representative. The purpose of the interview is to find out whether or not what the student has learned and retained in high school meets the requirement that the workforce demands. Retrieval of data on graduate students who have taken CTE workforce courses during high school and students who have not taken CTE courses during high school who have entered into the workforce. The purpose of the data retrieval is to discover how each of these groups are receive and their success within the workforce. Research Design The design of research utilized in this study is the action research method. This design provides essential collaboration with organizations or institutions to address a problem or create a policy. Action research approach serves specific compatible yet distinct purposes to build the reflective graduating high school student, make progress on schoolwide priorities for CTE workforce development programs, and build a professional culture between high school CTE programs and the workforce (Sagor, 2000). Words: 3507
