Key points:
In 2024, career and technical education (CTE) is not simply an alternative for students whose future plans do not include college. It is a fundamental part of the K-12 experience and a viable career path for many students.
CTE allows students to understand the relevance of what they are learning in school. It exposes them to career paths they would not have otherwise known about. It prepares them for rich, rewarding careers in high-paying, high-demand jobs, whether they go to college or not.
For K-12 leaders to succeed in creating high-quality CTE programming, here are five key trends and challenges that I believe will impact this important field in 2024 and beyond.
Administrators (and parents) need to understand that CTE career paths are very attractive..
A generation ago, CTE career paths (also known as vocational schools) were considered appropriate only for students with few other options. This over time created a vacuum and a huge shortage of workers for lucrative, lifelong careers. Take the manufacturing sector, for example: many jobs were moving overseas, the work environment was noisy and dirty, and advancement opportunities were considered very limited.
But that's all changing now. With the help of technological advances, manufacturing has had a major resurgence in the United States and skilled workers are now in high demand. from today manufacturing The facilities are clean, modern workplaces that offer many interesting activities. Opportunities for students to work with cutting-edge technologies, such as cloud computing, robotics, programmable logic controllers, or PLCs. and simulation software
CTE training gives students a head start in preparing for high-growth, high-wage jobs, even those students whose post-high school plans include a college education. No longer a dumping ground for students, but an opportunity for everyone to thrive.
Students benefit from learning about careers at a younger age..
High schools often host career days to help students understand various career options, but waiting until high school is too late: by then, many students have already eliminated entire careers from their minds.
By exposing children to potential career paths at a younger age, we can open up many more worlds of possibilities. This is why an increasing number of school systems are introducing students to career pathways. at younger ages. This is why STEM education is so important in elementary and secondary school.
Giving students early exposure to career options is a critical strategy for closing economic gaps and putting them on the path to college or directly into a high-paying career, according to the nonprofit Center for American Progress (CAP). argues—especially those from low-income communities.
Connecting what students are learning to potential career paths not only helps them make more informed decisions about their future, but also deepens their engagement in school, as many educators say. They have found. When students can see how the skills they are learning in the classroom apply to various careers, it helps them answer the most important question: “Why do I have to learn this?” It also helps them to have more confidence in their abilities, because each child learns in a different way. For example, think about learning about X, Y, and Z in math classes. If students have the opportunity to learn about robotics, they will be able to directly apply math learning with a real-world robotics application.
Schools need to find alternative ways to hire CTE instructors.
Recruiting and retaining CTE instructors was already a challenge for many districts, and the pandemic has only exacerbated the situation. According to the Association for Career and Technical Education (ACTE), 28 states and territories have reported CTE instructional shortages to the U.S. Department of Education for the 2023-24 school year.
As school systems compete with industry employers for talent, many schools were already struggling to hire enough CTE teachers to meet their needs. Someone who can teach PLCs and robotics can easily make six figures applying those skills within a manufacturing facility, rather than making $50,000 a year teaching those skills to students.
Post-pandemic, the shortage of qualified CTE instructors has only increased. COVID put enormous pressure on educators, and especially CTE teachers, who were trying to teach historically practical courses in a completely new way, using technologies they were not comfortable with. In the wake of COVID, many teachers took early retirement or left the classroom to join the private sector.
School systems must be creative in finding new ways to hire CTE instructors. For example, they might consider establishing programs to draw future CTE teachers from their current student pool. K-12 leaders should also work with policymakers to establish flexible credentialing options for CTE instructors. It's bad enough that districts face a pay gap when competing with the private sector for talent, but if employees also have to go back to school to earn a master's degree and a teaching certificate if they leave an industry position to become in CTE instructors. , that's just not realistic.
Virtual tools are emerging that can support effective CTE instruction.
One positive trend that has emerged from the pandemic is that huge strides have been made in the development of virtual and augmented reality software, simulation tools and online learning platforms.
These technologies can help bridge the gap between the theory and application of professional skills. They do not completely replace the need for hands-on learning within CTE programs, but they can give students a solid foundation at an earlier age, while reducing the amount of time students need in a lab to acquire kinetic skills. and practices. in the experience of performing a real task, such as programming a robot or repairing an engine.
Online simulations can also supplement a teacher's capacity, which can reduce the challenges associated with hiring CTE instructors. For example, a gamified computing environment can help good math or science teachers feel confident when teaching coding skills to students, even if they are not coding experts themselves.
Policymakers Must Understand the Need for More Funding for CTE.
The primary source of federal funding for CTE is the Perkins State Core Program of the Carl D. Perkins Career and Technical Education Act. In fiscal year 2023, Perkins grants were funded to the tune of $1.44 billion. However, this source of financing has remained relatively stable since the 1990s. During that time, the practical impact of Perkins grants has been reduced by more than $900 million in inflation-adjusted dollars, equivalent to a 45 percent reduction in program purchasing power.
At the same time, technology is evolving rapidly and schools do not have the budgets to keep up with these changes. Additionally, the gap between the skills students graduate with and the skills employers require is expanding.
CTE programs are critical to helping close this skills gap, but that can only happen if policymakers make the necessary investments in CTE instruction. ACTE is They ask for an increase of 400 million dollars in Perkins grants to address this funding gap.
To summarize these thoughts: Despite millions of unfilled positions across the country, nearly three out of every four employers in this AUTO report They see a persistent mismatch between the skills they need and the skills their workers possess. CTE in schools can help prepare students more effectively for the jobs of the future, as long as administrators, parents, and students see the value of CTE pathways and students are exposed to career options in a earliest stage of their education. Schools must find creative ways to increase the pipeline of CTE instructors and integrate new technological tools into CTE courses, and policymakers must invest more in CTE programs.
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