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Descriptors:
Vocational Education; Elementary Secondary Education; Global Approach; Business; Industry; Higher Education; Core Curriculum; State Standards; Alignment (Education); Occupational Clusters

Abstract:
This article provides an overview of the National Association of State Directors of Career Technical Education Consortium's (NASDCTEc) Common Career Technical Core (CCTC), a state-led initiative that was created to ensure that career and technical education (CTE) programs are consistent and high quality across the United States. Forty-two states, Washington, DC, and Palau participated in the development of the CCTC, common program-level standards for secondary and postsecondary CTE. The multistep process incorporated input at various stages from approximately 3,500 individuals representing K-12 education, business and industry, and higher education from across the nation. 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; Science Achievement; Secondary School Students; Grade 11; STEM Education; Agricultural Education; Allied Health Occupations Education; Education; Occupational Clusters; Scores; Science Tests; Achievement Tests

Abstract:
Career and Technical Education programs include over 9.2 of the nation's 14.9 million secondary students. Although STEM and health CTE programs are thought to contribute to students' achievement in science, previous studies also suggest that agricultural and natural resources programs can aid students in making connections between agricultural topics and science principles. This study compares 11th grade science achievement test scores of students enrolled in the agricultural and natural resources cluster with those enrolled in STEM and health clusters, as well as the education and training cluster. The analysis revealed that performance on the standardized science test tended to improve as a student's coursework in a CTE program increased from coursetaker to explorer to occupational concentrator. The results also showed that students in agriculture programs scored slightly lower on the science test than those in health programs and somewhat lower than those in STEM programs, but higher than students in education programs. Concentrators in agriculture programs scored on par with those in health programs and slightly lower than those in STEM programs after controlling for student and school factors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Information Systems; Computer Science Education; Definitions; Employment; Education Work Relationship; Job Skills; Outsourcing; Employment Potential; Curriculum Design; Business Administration Education; Occupational Clusters; Occupational Information; Information Technology; College Curriculum

Abstract:
Defining information systems has been a longstanding problem for the field. This paper suggests that, since it may not be possible to develop a universal definition, consideration should be given to a plurality of definitions aligned toward specific purposes. As an implementation of this approach it recommends the following shorter definition for the purpose of education, which emphasizes topics that are being or will be taught to prepare students for employment in the field: Information systems is the field that prepares students to interface between non-technical organizational employees and managers and very technical IT professionals, with a focus on functions that are unlikely to be offshored. It includes general categories of information and communications technology use that currently and/or will employ substantial numbers of employees in organizations. The more detailed definition presented in the body of the paper extends this by identifying five broad subcategories that currently fit within the above definition. (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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Higher Education; Instructional Design; Job Skills; Competence; Employment Opportunities; Corporations; College Curriculum; Education Work Relationship; College Graduates; Educational Technology; Comparative Analysis; College Instruction; Job Analysis; Employment Qualifications; Occupational Clusters; Professional Occupations; Multimedia Materials; Program Effectiveness

Abstract:
In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job settings (corporate, higher education, and combination). We describe pertinent results, as well as compare and contrast these results with earlier studies. Differences between corporate and higher education job postings also are examined. Implications on revising courses and related curricula that teach multimedia production skills also are explored. (Contains 1 figure and 14 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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Industry; Employment Patterns; Employment Projections; Salary Wage Differentials; Wages; Job Analysis; Occupational Clusters; Statistical Distributions; Economic Change; Demand Occupations; Job Layoff; Job Development; Employment Level; Employment Opportunities; Employment Statistics

Abstract:
This article illustrates projected employment change by industry and industry sector over 2010-20 decade. Workers are grouped into an industry according to the type of good produced or service provided by the establishment for which they work. Industry employment projections are shown in terms of numeric change (growth or decline in the total number of jobs) and percent change (the rate of job growth or decline). Unlike the employment totals in the occupational charts, however, the employment totals in this section cover only wage and salary workers and do not include self-employed or unpaid family workers. 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; Demand Occupations; Labor Market; Occupational Clusters; High School Graduates; College Graduates; Employment

Abstract:
Current data indicates that Career Technical Education (CTE) graduates with high school diplomas or postsecondary skills are preparing for careers in fields that are growing or in high-demand. Matching employability skills with workforce demand has been an issue among industries across the nation. CTE provides relevant academic and technical coursework leading to industry-recognized credentials for secondary, postsecondary, and adult learners. Further, CTE affords students the opportunity to gain the knowledge, skills, and credentials needed to secure careers in growing, high-demand fields. The National Career Clusters[TM] Framework provides a vital structure for organizing and delivering quality CTE programs through comprehensive programs of study. In total, there are 16 Career Clusters[TM] in the Framework, representing more than 79 Career Pathways to help students navigate their way to greater success in college and career. Based on research that analyzes market needs in relation to the 16 Career Clusters[TM], the lists presented in this paper identify the Career Clusters[TM] that are expected to experience the fastest growth by 2018, and the Career Clusters[TM] projected to have the largest total employment by 2018. Many CTE programs maintain alignment of their courses to labor market demands by staying attuned to the needs of local businesses and industries. CTE helps students attain high-demand skills, preparing them for postsecondary education and increasing their future labor market competitiveness. Labor market projections, such as those shown in this brief, can aid CTE educators and other stakeholders as they work to prepare students for postsecondary education and careers. (Contains 4 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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Descriptors:
Majors (Students); Educational Attainment; College Graduates; Community Surveys; Research Reports; Bachelors Degrees; Statistical Data; Individual Characteristics; Age Differences; Gender Differences; Racial Differences; Demography; Salary Wage Differentials; Comparable Worth; Census Figures; Graduate Surveys; College Outcomes Assessment; Intellectual Disciplines; Demand Occupations; Occupational Clusters; Statistical Distributions; Statistical Surveys; Charts

Abstract:
This report provides information on fields of bachelor's degrees in the United States using data from the 2009 American Community Survey (ACS). It includes estimates of fields of bachelor's degree by demographic characteristics including age, sex, race, Hispanic origin, nativity, and educational attainment. This report also looks at geographic and earnings differences across fields of degree. The ACS provided data on field of bachelor's degree for the first time in 2009. Respondents who held a bachelor's degree or above were asked to write in the specific field(s) of any bachelor's degrees earned (Figure 1). The U.S. Census Bureau coded these responses into 188 majors. These 188 majors were then collapsed into two overlapping sets of fields: one broad set containing five distinct fields and one detailed set with fifteen distinct fields. The broad set of fields includes: science and engineering; science- and engineering-related; business; education; and arts, humanities, and other. The detailed set of fields retains three of the five broad sets of fields: science- and engineering-related, business, and education. The detailed set of fields also breaks down the two broad fields of science and engineering and arts, humanities, and other into smaller fields. The organization of the detailed fields of degree relative to the broad fields of degree can be seen in the chart titled "Organization of Field of Degree Groups." This chart also includes examples of common majors within these fields. A full list of the 188 individual majors and their grouping into fields can be found in Appendix A. Highlights of the report include: (1) Of the 56 million people aged 25 and over with a bachelor's degree, nearly 20 million of them held a degree in a science and engineering field; (2) Men held 87 percent of the degrees in engineering fields, while women held 76 percent of the degrees in education fields; (3) Sex distribution within fields varied by age. Fields with large proportions of men in the 65 years and over age group had smaller proportions of men in the 25 to 39 years age group; (4) Science and engineering was the most popular field of degree for each race and Hispanic origin group. Education fields were the least common among Asian college graduates, while science- and engineering-related fields were the least common among all other race and Hispanic origin groups. The foreign-born population was much more likely to have a degree in a broad science and engineering field or in a science- and engineering-related field than the native-born population; (5) The proportion of bachelor's degrees in a given field varied by geography. The proportion of science and engineering degrees was highest in coastal states, while science- and engineering-related degrees had the largest proportions in the South and Midwest. The highest proportions of degrees in business were in the South, while education degrees were the most common in the Midwest. People in the New England states had the highest proportion of degrees in the arts, humanities, and other fields; (6) People with an undergraduate degree in a physical and related sciences field were the most likely to hold an advanced degree. People with an undergraduate degree in a communications field were the least likely to do so; and (7) Degrees in the field of science and engineering were associated with the highest median earnings; degrees in an education field were associated with the lowest median earnings. Appended are: (1) Grouping of Majors Into Broad and Detailed Fields; and (2) Percent of Bachelor's Degrees in Each Detailed Field of Degree, by State: 2009. (Contains 6 tables, 13 figures and 16 footnotes.) 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:
Foreign Countries; Employment Patterns; Supply and Demand; Multivariate Analysis; Rural Areas; Food Processing Occupations; Occupational Clusters; Migration Patterns; Place of Residence; Immigration; Mexicans; Immigrants; Sociometric Techniques

Abstract:
In the 1990s, Mexican immigration dispersed spatially, leading to the emergence of many "new destinations," in nonmetropolitan areas of the United States. Previous studies constrain the scope of the analysis to the United States, limiting our understanding of how new destinations are formed. We place new destination formation into a binational context and emphasize the role of supply-side immigration dynamics. We argue that occupations in Mexico provide ready-made paths, or "channels," for economic incorporation into the United States and that these channels underlie the formation of many new destinations. Using a unique data set on Mexican migration, we estimate a multivariate model that tests for the presence of occupational channels linking analogous sectors of the U.S. and Mexican economies, focusing especially on the food-processing sector. The results demonstrate that Mexican migration is strongly channeled along occupational lines. There are occupational channels linking each of the major economic sectors in Mexico and the United States, but the effect of channeling is particularly strong in the food-processing sector. By empirically identifying the existence of occupational channels, this study uncovers a key explanation of new destination formation in many nonmetropolitan areas. 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:
Adult Vocational Education; Demand Occupations; Occupational Clusters; Labor Force Development; Job Skills; Skill Development; Entrepreneurship; Aviation Education; Employment Opportunities; Program Effectiveness

Abstract:
In today's turbulent economy, how can adult workers best position themselves to secure jobs in high-demand fields where they are more likely to remain competitive and earn more? Further, how can employers up-skill current employees so that they meet increasingly complex job demands? Research indicates that Career Technical Education (CTE) aligned to Career Clusters is a gateway to training and qualifying individuals for high-demand jobs. Despite high unemployment rates, employers are struggling to fill job vacancies with qualified workers because of the "skills gap". CTE provides opportunities for adults to stay competitive in the workforce by affording students access to certificate programs that lead to industry-recognized credentials and postsecondary education. Through the projections highlighted in this brief, adult learners can plan strategically to strengthen their skills in a way that will increase their marketability as the economy continues to change. (Contains 11 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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Descriptors:
Employment Opportunities; Occupational Information; Job Skills; Occupational Clusters; Demand Occupations; Information Technology; Biomedicine; Human Services; Visual Aids; Education Work Relationship; Federal Legislation

Abstract:
This report presents data on job opportunities and skill requirements through 2018 arranged by the 16 career clusters in the Carl D. Perkins Act of 2006. The data are arranged state-by-state and the District of Columbia, from 2008 through 2018. Skill requirements are reflected in the length and extent of educational preparation and training required for the job. Nationally, the demand for high school jobs will decrease from 41 percent of all jobs in 2008 to 37 percent of all jobs in 2018. By the same token, the demand for postsecondary education will increase from 59 percent of all jobs to 63 percent of all jobs by 2018. This state report provides state by state: (1) Job totals and job percentages by career cluster and education level in the base year (2008), and the forecast year (2018); (2) Estimates of postsecondary vocational certificates by career cluster; and (3) Comparison of career clusters implemented in each state to total jobs by career cluster in each state. In so doing, the authors highlight high demand career clusters within states that are not tied to distinct career pathways. Interesting highlights include: (1) Information Technology (23%), Health Sciences (21%) and Human Services (20%) are the three fastest growing job clusters for the nation: (a) Nevada (41%), Virginia (38%), Utah (37%), Washington (32%) and Arkansas (31%) are the fastest growing states for Information Technology; (b) Nevada (46%), Utah (35%), Idaho (33%), Colorado (33%) and Texas (32%) are the fastest growing states for Health Sciences; and (c) Nevada (40%), Utah (33%), Texas (31%), Colorado (29%) and Vermont (28%) are the fastest growing states for Human Services; (2) The highest proportion of STEM jobs as a fraction of all state employment are found in the District of Columbia, Massachusetts, Michigan, Washington and Maryland; and (3) The highest proportion of health science jobs as a fraction of all state employment are found in the District of Columbia, Vermont, Idaho, South Dakota and New Jersey. Appended are: (1) List of Occupations and Career Clusters; and (2) List of Career Clusters and Job Totals Per Cluster. (Contains 5 footnotes.) [For "Career Clusters: Forecasting Demand for High School through College Jobs, 2008-2018. Executive Summary," see ED526351.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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