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Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Education; Employment; Education Work Relationship; Job Training; Work Experience; Certification; Apprenticeships; Associate Degrees; Postsecondary Education; Career Readiness; Labor Force Development; Educational Finance; Educational Attainment; Information Systems; Middle Class; Income; Gender Differences; Age Differences; Racial Differences; Allied Health Occupations; Blue Collar Occupations; Managerial Occupations; Office Occupations; Sales Occupations; Service Occupations; Technical Occupations

Abstract:
For recent high school graduates, life is tough. In the past year, one in four young high school graduates was unemployed and over half were underemployed. In the past decade, recent high school graduates' wages have fallen by 12 percent to just $19,400 annually in 2011, below the poverty threshold for a family of four. The downward plight of high school graduates did not begin yesterday. It is a story that goes back at least 40 years and represents a structural change in the United States economy, demarcated by rising educational requirements across the labor market and a smaller share of the economic pie for high school-educated workers. As jobs that require only high school or less have disappeared, postsecondary education and training on the job and in schools have become the gateways to the middle class. Most postsecondary education and training discussions focus on the baccalaureate pathway, but there has been an increasing interest in so-called "middle jobs." These are jobs that require education and training beyond high school but less than a Bachelor's degree, and secure middle-class earnings. The education and training programs that prepare Americans for these jobs are commonly referred to as career and technical education (CTE). This report has two parts. Part One explores in detail the five major CTE pathways at the sub-baccalaureate level: employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and Associate's degrees. Part Two lists the occupations for which CTE prepares American workers. Middle jobs are defined in terms of both education and earnings. The first criterion is that jobs require more education and training than high school but less than a Bachelor's degree. The second criterion is a minimum earnings threshold (MET) of an average of $35,000 a year, which was 185 percent of the poverty line earnings for a family of four in 2011. Employment of Middle-Education Workers, Average Annual Wages, and Projected Growth of Top 10 Paying Middle Jobs by Occupational Group are appended. (Contains 28 figures, 7 tables, and 50 footnotes.) [For "Career and Technical Education: Five Ways That Pay along the Way to the B.A. Executive Summary," see ED535319.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Information Technology; Competence; Industry; College Students; Expertise; Delphi Technique; Evaluation Criteria; Technology Education; Competency Based Education; Engineering Education; Interdisciplinary Approach; Curriculum Development; Instructional Design; College Instruction; Questionnaires; Data Analysis; Interviews; Student Surveys; Education Work Relationship

Abstract:
This study employed a three-phase empirical method to identify competency indicators for mechatronics technology according to industry-oriented criteria. In Phase I, a list of required competencies was compiled using Behavioral Event Interviews (BEI) with three engineers specializing in the field of mechatronics technology. In Phase II, the Delphi technique was performed with ten experts in mechatronics, followed by the K-S (Kolmogorov-Smirnov) one-sample test to evaluate the consistency of opinions amongst respondents. In Phase III, these competencies were quantitatively verified by 62 learners studying mechatronics technology, and a nonparametric Mann-Whitney U-test was then performed. As a result, we developed a list of 36 competencies in 9 domains. Our research findings reveal the practical competencies required for mechatronics technology according to industry-oriented criteria. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Force; Futures (of Society); Social Change; Job Skills; Skilled Occupations; Technical Occupations; Skilled Workers; Employment Qualifications; Postsecondary Education; Educational Attainment; Middle Class; Associate Degrees; Education Work Relationship; Labor Supply; Access to Education; Influence of Technology; Employment Opportunities

Abstract:
The U.S. workforce has undergone significant changes in the past few decades. Increasingly sophisticated technology, changes in the structure of the economy and the growing global marketplace have resulted in employers putting a higher premium than ever on educated workers. Much has been said about the importance of increasing the labor supply for "middle skills jobs," or those jobs that now (compared to decades past) require more than a high school education but less than a bachelor's degree (e.g., associate degree, postsecondary certificate, apprenticeship, etc.). In the past few years, floods of research reports and analyses have explored the growth, demographics, characteristics and importance of middle skills jobs in the United States. This paper seeks to summarize and synthesize that research to help policymakers and advocates understand the research base and its connection to college- and career-ready reforms. If today's students are going to be able to access middle and high skills jobs, they need to graduate from high school with the core knowledge and skills that will prepare them for success in postsecondary education and training--and for success in the careers of their choice. Specifically the paper includes sections on: (1) The Future of the U.S. Workforce; (2) The Mismatch between Workers' Skills, Education Levels and Job Requirements; (3) Many Paths to Education for Middle Skills Jobs; and (4) Middle Skills Jobs and Access to Middle Class Jobs. (Contains 2 figures, 3 tables, and 72 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Engineering Education; Technology Education; Teacher Role; Labor Force Development; Economic Development; Developed Nations; Developing Nations; Job Skills; Innovation; Foreign Countries

Abstract:
The Financial Crisis of 2008 has forced countries around the globe to reevaluate their monetary and fiscal strategies for stimulating growth within their respective economies. The economic connectivity among countries has been magnified by the recent financial crisis. However, with nations at different stages in their development, the economic impact from the crisis has varied throughout the world. After a brief statement on economic development, this article will examine the current economic positions of industrialized and emerging or developing countries around the world. Focus will then be directed toward the job skills needed for success in the 21st Century and the part that technology and engineering education must play in addressing the skill sets needed for creating an educated consumer and workforce. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Education; Conferences (Gatherings); Lifelong Learning; Child Caregivers; Child Care; Early Childhood Education; Competence; Job Skills; Case Studies; Genealogy; Global Approach; Commercialization; Foreign Countries

Abstract:
We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local situations, such as in Flanders. In the case of Flanders, they have paradoxically contributed to a significant counter-professionalisation of the early years workforce. This genealogical case study also shows how research, policy and practice are closely intertwined in their contribution to this paradox. The study shows that genealogical approaches are useful to show both how international influences need to be considered in a globalised world, but also how specific local "hybridisations" of these discourses are constructed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Market; Employment Patterns; Skilled Occupations; Technical Occupations; Personnel Selection; Job Skills; Employment Practices; Labor Force; Futures (of Society); Industry; Labor Needs; Skilled Workers; On the Job Training; Industrial Training; Staff Development; Employment Potential; Educational Attainment; Secondary Education; High School Graduates; Employees

Abstract:
In today's job market, middle and high skills jobs--jobs that require some education and training beyond high school--comprise the majority of job openings and typically provide the best wages and opportunities for advancement. And almost every day, there is an article or news story discussing the "skills mismatch" phenomenon, the ongoing challenge employers have in finding qualified and skilled employees to fill the more than 3 million jobs currently open in the United States, even in a time of high unemployment. As policymakers develop policies and programs that aim to ensure that the future U.S. workforce has the academic and technical preparation (from both K-12 and postsecondary education) necessary to access the careers of their choice, it is important to examine the issue from all angles. While there is an increasing amount of research around the education and skills jobs demand, the changing landscape of available jobs, and the role of education and training in addressing this skills mismatch, less is known about how the skills mismatch affects companies' hiring practices--and how companies' hiring practices affect the skills mismatch. For instance, do organizations expect to require higher levels of education for future job openings at some or all job levels? Do the education and skills requirements listed in job postings reflect current hiring practices? What are the most significant changes these HR leaders see for their organizations in the future? And what opportunities are truly available within organizations for advancement, particularly for individuals with lower levels of education and skills? To answer these questions and others, Society for Human Resource Management (SHRM) and Achieve partnered on a national survey of nearly 4,700 HR professionals representing nine industries. Major findings from the survey include: (1) Companies are hiring; (2) Demand is growing for more education and skills at all levels; (3) Companies are investing in training for their employees; and (4) Opportunities exist for low skills workers, but there is reason to suspect that these opportunities will shrink in the future. (Contains 7 figures, 6 tables, and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Tables (Data); Graphs; Academic Achievement; Teacher Characteristics; Profiles; Educational Finance; College Faculty; College Students; Institutional Mission; School Districts; Values; Goal Orientation; Boards of Education; Trustees; Public Colleges; Population Trends; Family Income; Gender Differences; Racial Differences; Educational Attainment; Enrollment Trends; Student Characteristics; Foreign Students; Continuing Education; Adult Education; Adult Literacy; High Schools; Labor Force Development; White Students; African American Students; Asian American Students; Hispanic American Students; College Credits; Age Differences; Place of Residence; Trend Analysis; Foreign Countries; School Schedules; Distance Education; Developmental Programs; Dual Enrollment; Library Services; Technical Education; English (Second Language); Adult Basic Education; Awards; Graduation Rate; Grades (Scholastic); College Transfer Students; Associate Degrees; Educational Certificates; Costs; College Administration; Pacific Islanders; Educational Facilities; Teacher Salaries; Income; Tuition; Budgets; Expenditures; Resource Allocation; Fees; Student Financial Aid

Abstract:
The Houston Community College (HCC) 2011-2012 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. [For "Houston Community College 2010-2011 Fact Book," see ED531754.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Agencies; Student Records; Privacy; Information Security; Confidentiality; Federal Legislation; Agency Cooperation; Educational Cooperation; Statewide Planning; Labor Force Development; Disclosure; Information Policy; Federal Regulation; State Regulation; School Districts; Social Services; Educational Improvement; Educational Policy; Data; Data Analysis; State Policy; Longitudinal Studies; State Programs; Postsecondary Education

Abstract:
Statewide Longitudinal Data Systems (SLDS) provide the information and tools needed to inform policies, practices and decisions at every level to improve student achievement and system performance. It is equally important that there are policies and practices to protect personally identifiable information and to ensure the confidentiality and security of this sensitive information. Linking limited data elements from different sectors is sometimes necessary to generate actionable information that can be used to realize efficiency, assess impact, and make informed decisions about education. Based on state experiences, comments, and ongoing conversations, the Data Quality Campaign (DQC) Partners have identified the following four areas of continuing confusion: (1) Sharing between Separate P-(or K-)12 and Postsecondary Data Systems; (2) Disclosures to a Former School/LEA for Evaluation and Accountability; (3) Research Studies Initiated by State Agencies; and (4) Disclosures to Workforce and Social Service Agencies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Counseling Techniques; Mental Health; Family Counseling; Therapy; Models; Outcomes of Treatment; Case Studies; Counselor Training; Competency Based Education; Competence; Outcome Based Education; Allied Health Personnel; Counselor Client Relationship; Intervention; Adult Education

Abstract:
A continuation of Part I, which introduced mental health recovery concepts to family therapists, Part II of this article outlines a collaborative, appreciative approach for working in recovery-oriented contexts. This approach draws primarily upon postmodern therapies, which have numerous social justice and strength-based practices that are easily adapted in recovery-oriented contexts. The model outlined in this article includes an overview of the recovery partnership (i.e., therapeutic relationship), mapping recovery (i.e., assessment and case conceptualization), recovery planning (i.e., treatment planning), facilitating recovery (i.e., intervention), accessing resources (i.e., case management), recovery maintenance, and service contexts as well as a case study. [For Part I, see EJ975850.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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