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Career and Technical Education (CTE), often referred to as vocational education, provides occupational and non-occupational preparation at the secondary, postsecondary, and adult education levels. CTE is an element of the nation's workforce development system. As such, CTE plays a role in reducing unemployment and the associated economic and social ills. This report provides a primer on CTE to support congressional discussion of initiatives designed to rationalize the workforce development system. CTE prepares students for roles outside the paid labor market, teaches general employment skills, and teaches skills required in specific occupations or careers. In order to focus and structure programs, curricula, and resources, practitioners at the local, state, and federal levels often organize CTE into 16 career clusters and various career pathways for each career cluster. CTE career clusters include several occupational areas, such as health science and manufacturing. Career pathways generally refer to a series of connected education and training strategies and support services that enable individuals to secure industry-recognized credentials and obtain employment within an occupational area and to advance to higher levels of future education and employment in that area. At the secondary level, CTE is offered in high schools, area CTE centers, community colleges, and detention centers. Nearly all 2009 public high school graduates (88%) earned at least one CTE credit, and 19% earned at least three CTE credits in a single occupational area. Four issues confound the offering of CTE at the secondary level. The first is whether CTE courses should be offered to (1) broaden the students' education and provide early exposure to several career options or (2) ensure students are prepared to enter the workforce immediately with an industry-recognized credential after completion of a career pathway in high school or after one to two additional years of postsecondary education or training. The second issue is the expense of maintaining and updating the instructional resources and equipment for a single career cluster or pathway, particularly at the secondary level. The third issue is whether CTE adds value to a college preparatory high school curriculum. For example, U.S. Department of Education statistics of 2004 public high school graduates demonstrated no significant difference in average wages between all graduates working for pay but not enrolled in postsecondary education and CTE graduates working for pay but not enrolled in postsecondary education. However, of the CTE graduates working for pay but not enrolled in postsecondary education, only 30% were in an occupation related to their high school CTE concentration. The final issue is related to state adoption in recent years of the common core standards that are termed college- and career-ready standards, although the standards do not define career-ready and thus may not provide immediate career preparation. At the postsecondary level, CTE is offered by community colleges, vocational schools, and employers through apprenticeships and on-thejob training. Some CTE programs are terminal (few courses are transferable for credit toward a more advanced credential), while others may lead to stackable credentials (a sequence of credentials leading to more advanced qualifications). The ability or inability to transfer CTE credits toward a credential with higher earning potential or a bachelor's degree highlights one conflict among policymakers. The difficulty in structuring every postsecondary CTE program to include the first one to two years of general bachelor's degree requirements is that the CTE program will likely require more time to accomplish and may be of less interest to the CTE student. CTE for adults is work-related course-taking that may incorporate adult basic education (ABE). At the adult level, CTE is offered by secondary and postsecondary CTE providers, employers, and community and government organizations. The rates at which adults engage in workrelated course-taking increases with age, labor market engagement, and education. © 2016 by Nova Science Publishers, Inc. All rights reserved.

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom. © 2013 Springer Science+Business Media Dordrecht.

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A case study conducted across a cross-section of stakeholders involved in a year-long co-operative education (co-op) program within an IS business degree in an Australian university, uncovered a range of views of what knowledge was perceived as most worthwhile. This paper discusses these findings drawing on a multidisciplinary review of a wide range of research literature. It is proposed that the diversity of individual views promotes a broader spectrum of worthwhile knowledge that suggests universities recognise the different individual values in the design and delivery of courses and programs so as to provide students with richer, more satisfying leaning experiences. © 2013.

This paper presents a comprehensive Electronic Portfolio (e-Portfolio) Framework developed for Competency Based Training (CBT) assessment in a Malaysian Skills Diploma Program which is certified by the Ministry of Human Resources in Malaysia. The proposed framework is adapted from an existing assessment system, which was outlined by the Ministry of Human Resources with the addition of other features from current E-Portfolio technologies. The aim of this study is to present a new comprehensive framework that contains a combination of e-portfolio applications that align with the current methodology of CBT assessment as a blended approach to formative assessment. Senior officers at the Ministry of Human Resources, Principals and Instructors of Training Institutes have been questioned via the medium of email based interviews to establish their views on the need for this kind of e-Portfolio as well as the possible constraints that would be faced. All interviewees agreed that the e-Portfolio is well suited for implementation as an evaluation method to improve the IT skills of the students. However, they also highlighted constraints that should also be considered before implementation to ensure this system will be effectively installed and completely functional.

Purpose: The purpose of this paper is to explore how post-92 UK universities perceive and manage market orientation (MO) in their export operations of educational services to international students (i.e. export market orientation (EMO)) in the context of international student recruitment. Design/methodology/approach: Through a case study design, this qualitative research was undertaken amongst eight post-92 UK universities. Semi-structured in-depth interviews were conducted with managers in the international offices of universities. Findings: The results indicate that EMO in universities consists of information-based activities geared towards foreign markets. Superior knowledge and awareness of the market components is central to the implementation of these information-based activities. This involves market information generation and dissemination, as well as the need for rapid responsiveness due to the changing nature of the higher education market. Research limitations/implications: The selected methodology makes these results alone unfit for generalising to a larger population. Improved theoretical models are needed for generating more knowledge about the antecedents and consequences of EMO in universities. Practical implications: The authors believe the findings are particularly relevant for international marketing managers of exporting universities. The current paper suggests some implications for international marketing managers when actively managing their marketing activities towards foreign markets. Originality/value: The paper identifies a gap in current higher education marketing research. The original contribution of the paper is to address this gap so that researchers and practitioners have some understanding of the export marketing behaviour of UK universities in the context of the recruitment of international students. © Emerald Group Publishing Limited.

This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities. © 2004 Taylor & Francis. All rights reserved.

Despite growing importance of collaboration in research there has been very few investigations of the relationship that exists between industry, commerce and academic education in an open and distance learning (ODL) environment. The purpose of this qualitative study is to explore and describe the collaborative relationship that exists between industry, commerce and academic education in ODL. Triggering the call for the integration of industry, commerce and academic education are increasing employers' criticisms that schools are delivering workers who lack problem-solving abilities and employability skillsall crucial for global economy. A shortage of skilled workers, combined with renewed interest in how to make education relevant to students has put the spotlight on technical vocational education and training. Furthermore, academic and vocational educators have been criticised for (1) providing curriculum that lacks participatory forms of learning, (2) promoting specific training and (3) encouraging a dual structure that segregates academic and vocational education. The research question: What collaborative relationship exists between industry and academic vocational education and training? provided the focus for the study. In-depth interviews were conducted to collect data. The collected data were digitally recorded, transcribed and analysed using Collaizi's data analysis framework. The findings revealed that integrating academic and vocational education not only provides students with the necessary transferrable skills that employers want, but it also provides a mechanism for engaging those who have not thus far been engaged by academic learning.

As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many-to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization’s varied processes of change.This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run. © 2013 Taylor & Francis.

Educational policy is often dismissed as simply rhetoric and a collection of half truths. However, this is to underestimate the power of rhetoric and the ways in which rhetorical strategies are integral to persuasive acts. Through a series of illustrative chapters, this book argues that rather than something to be dismissed, rhetorical analysis offers a rich and deep arena in which to explore and examine educational issues and practices. It adopts an original stance in relation to contemporary debates and will make a significant contribution to educational debates in elucidating and illustrating the pervasiveness of persuasive strategies in educational practices.Rhetoric and Educational Discourse is a useful resource for postgraduate and research students in education and applied linguistics. The book will also be of interest to academics and researchers in these fields of study and those interested in discursive approaches to research and scholarship. © 2004 Richard Edwards, Katherine Nicoll, Nicky Solomon and Robin Usher.