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Auto Mechanics; Job Skills; Workers Compensation; Salary Wage Differentials; Economic Change; Economic Climate; Economic Development; Economic Impact; Economic Opportunities; Economic Progress; Trade and Industrial Education; Emerging Occupations; Employment Opportunities; Employment Potential; Motor Vehicles; Skill Development

Abstract:
The U.S. automotive industry has always been a cyclical business, but its near-collapse in 2008-09 and the subsequent bankruptcy of two of the three largest domestic automakers was more than a cyclical downturn. As light vehicle sales and production slowly recover, the industry has started to hire again, though with caution. In an industry known for its cyclicality, automakers and suppliers now understand how best to structure their business to attract and retain workers, and, hopefully, how to weather future downturns. Workers who can wear many hats, solve problems, and see the big picture will have a leg up in the revamped and revitalized automotive industry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Human Services; Institutional Characteristics; Classification; Humanities; Costs; National Surveys; Trend Analysis; Postsecondary Education; Time to Degree; Degree Requirements; Graduation Rate; Performance Factors; Educational Policy; Human Capital; Labor Force Development; Data Analysis; Statistical Data; School Statistics; Certification; Academic Degrees; Art Education; STEM Education; Business Education; Communications; Education; Behavioral Sciences; Social Sciences; Health Education; Trade and Industrial Education; Educational Trends

Abstract:
The national imperative for increased postsecondary level completions has never been clearer. In order to remain competitive in an ever-changing global market, the United States must produce an educated workforce; one that is ready to lead and inspire a 21st century economy. Recognizing this urgency, the President, several foundations, policy organizations, and states recently set several bold college completion goals. Since last year, the State Higher Education Executive Officers have added to the public dialogue with the release of a series of reports, including trends in national degree production and costs related to postsecondary completions and sub-baccalaureate certificate and degree growth. This report is a follow-up to "Degree Production and Cost Trends: A National Analysis", released in August 2010. With a focus on completions by program area over the last five years, the following questions continue to drive the authors' research and analysis: (1) What trends can be observed in completion production?; (2) Are there different state factors driving results?; and (3) What are the policy implications of a state's completion production? This analysis uses data downloaded directly from the Integrated Postsecondary Education Data System (IPEDS), unlike the "Degree Productions and Costs Trends" report, which utilized the "Delta Cost Project's" dataset. To maintain consistency across these reports, institutions included in this analysis were based on data reported in the 2009 IPEDS Institutional Characteristics Survey. They include Title IV, public, postsecondary institutions from all fifty states that reported both full-time equivalent (FTE) and completions by Classification of Instructional Programs (CIP) code. This analysis looks at degrees and certificates awarded by fields of study based on data collected in the IPEDS Completions Survey. The National Center for Education Statistics (NCES) created the first CIP taxonomy in 1980 to track fields of study, which was revised in 1985, 1990, 2000, and, 2010. For the purposes of this analysis, the 2-digit CIP series is utilized rather than the 6-digit or 4-digit CIP codes, the latter of which are more specific descriptions of a field of study. Further, the 57 individual 2-digit CIP codes were categorized into nine groups (see Appendix 1b); seven of those groups are examined in this report: (1) Arts and Humanities; (2) Business and Communication; (3) Education; (4) Health; (5) Science, Technology, Engineering, and Math (STEM); (6) Social and Behavior Sciences and Human Services; and (7) Trades. Additionally, this report groups academic awards as follows: (1) Certificate includes: Award of less than 1 academic year; Award of at least 1 but less than 2 academic years; and Award of at least 2 but less than 4 academic years; (2) 2 or 4 Year Degree includes: Associates degree and Bachelors degree; (3) Advanced Degree includes: Masters degree; Doctors degree; and First-professional degree; and (4) Post Degree or Advanced Certificate includes: Post-masters certificate; Postbaccalaureate certificate; and First-professional certificate. Although this report looks at total completions rather than a ratio of completions by student, parts of the analysis use FTE to put completions data into greater context. IPEDS describes FTE as "a single value providing a meaningful combination of full-time and part-time students." IPEDS provides two different measures of FTE, one based on enrollment and the other based on contact and credit hours, in other words institutional activity. Since the FTE calculated from contact and credit hours represents an institution's annual activity, this report uses this annual student FTE measure for the years analyzed in this study, 2003-2004 to 2008-2009. Appended are: (1) Carnegie Classification Institution Types; and (2) SHEEO Groupings of Program Areas Based on 2-Digit CIP Codes. (Contains 10 figures, 6 tables and 5 footnotes.) [This paper was written with support from Chris Crumrine and Tanya I. Garcia. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Wages; Demand Occupations; Industrial Education; Labor Market; High School Graduates; Engineering; Trade and Industrial Education; Vocational Education; Technology; Engineering Technology

Abstract:
This study examines the availability of career and technical education program areas in Tennessee high schools, concentrations (a three-or-more credit sequence in a program area) completed by 2007/08 high school graduates, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ, statewide and by region, and identifies corresponding high-wage and high-demand occupations projected over 2006-16. Key findings include: (1) Statewide, the average number of program areas offered in non-career and technical education schools (schools where students received their diploma and that offer courses in addition to those in career and technical education program areas) was 3.6 (out of 7). Across regions, it ranged from 2.9 to 4.7; (2) Statewide, 92 percent of graduates were enrolled in a school offering trade and industrial education, the program area most commonly available, and 26 percent were enrolled in a school offering technology engineering, the program area least commonly available; (3) Statewide, 18 percent of concentrators would need to change program areas to match the distribution of workers in the labor market; (4) Except for technology engineering occupations, which were high wage in all regions, occupations classified as high-wage varied by region; (5) No program area corresponded to a high-demand occupation in all regions. Business technology and trade and industrial education were the only program areas that did not correspond to a high-demand occupation in any region; and (6) Up to 7.1 percent of jobs in high-demand occupations projected over 2006-16 could potentially be filled by 2007/08 concentrators in corresponding program areas, suggesting that up to 71 percent of these jobs could be filled over the 10-year period if the number of these concentrators remains constant. Appended are: (1) Data sources and methodology; (2) Detailed supporting data; and (3) Sensitivity analyses with alternate crosswalk. (Contains 4 boxes, 3 maps, 31 tables and 18 notes.) [For "Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Summary. Issues & Answers. REL 2011-No. 111," see ED522341.] 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:
Wages; Demand Occupations; Industrial Education; Labor Market; High School Graduates; Engineering; Trade and Industrial Education; Vocational Education; Technology; Engineering Technology

Abstract:
This study examines the availability of career and technical education program areas in Tennessee high schools, concentrations (a three-or-more credit sequence in a program area) completed by 2007/08 high school graduates, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ, statewide and by region, and identifies corresponding high-wage and high-demand occupations projected over 2006-16. Key findings include: (1) Statewide, the average number of program areas offered in non-career and technical education schools (schools where students received their diploma and that offer courses in addition to those in career and technical education program areas) was 3.6 (out of 7). Across regions, it ranged from 2.9 to 4.7; (2) Statewide, 92 percent of graduates were enrolled in a school offering trade and industrial education, the program area most commonly available, and 26 percent were enrolled in a school offering technology engineering, the program area least commonly available; (3) Statewide, 18 percent of concentrators would need to change program areas to match the distribution of workers in the labor market; (4) Except for technology engineering occupations, which were high wage in all regions, occupations classified as high-wage varied by region; (5) No program area corresponded to a high-demand occupation in all regions. Business technology and trade and industrial education were the only program areas that did not correspond to a high-demand occupation in any region; and (6) Up to 7.1 percent of jobs in high-demand occupations projected over 2006-16 could potentially be filled by 2007/08 concentrators in corresponding program areas, suggesting that up to 71 percent of these jobs could be filled over the 10-year period if the number of these concentrators remains constant. [For the full report, "Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee. Issues & Answers. REL 2011-No. 111," see ED522342.] 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; Vocational Education; Global Approach; Occupational Mobility; Migration; Labor Market; Public Policy; Supply and Demand; Labor Force Development; Trade and Industrial Education; International Cooperation; Postsecondary Education; Case Studies

Abstract:
The complex interplay of technological advances, global demographic trends and macroeconomic forces has seen the emergence of global markets, economies, supply chains and labour markets. The use of skilled migration policy and initiatives for many countries feeling the effects of aging populations and skill shortages adds another dimension to this complex environment. These macro trends are impacting upon the provision of technical vocational education and training (TVET) and created a growing need for TVET educators, curriculum and ultimately TVET graduates to have global perspectives and competencies and international mobility skill sets. Another trend impacting on TVET is the increasing internationalisation of tertiary education. In response to the trade of skilled workers, nations such as the Philippines are adapting the delivery of higher education courses to include cross-border qualifications to produce a globally-ready workforce. The paper presents a case study of a cross-border, cross-sectoral alliance between Australia and the Philippines to highlight some of the possibilities. The paper will explore an array of issues and the challenges and possibilities these present for a globally responsive and sustainable TVET system. (Contains 8 tables, 3 figures, and 1 diagram.) 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:
Apprenticeships; Partnerships in Education; Trade and Industrial Education; Educational Trends; Alignment (Education); Education Work Relationship; Job Skills; Skill Development; Skilled Occupations; Occupational Surveys; Barriers; Change Strategies; Technology Uses in Education

Abstract:
While concerns for skill shortages within the world of trades workers have been a focal point of a variety of recent studies and reports, the reactive alarm has not been sounded in the modernized registered apprenticeship program. Registered apprenticeship is a combination of on-the-job learning (OJL) and related classroom and shop instruction. A number of existing federally registered apprenticeship programs (RAPs) have proven to be proactive and forward-thinking in their approach to meeting the needs of skilled trades workers. Modernizing the National Apprenticeship System through the addition of classroom instruction via electronic media delivery, encouraging positive "attitudes" of skilled trades workers, and thinking outside the box in regard to technical training, have the potential to impact in a positive manner the global competitiveness of the skilled workforce within the United States. This article looks at how changes have evolved and highlights some of the best practices. (Contains 11 resources.) 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 Teachers; Teacher Certification; Trade and Industrial Education; Academic Standards; Standard Setting; Accountability; Performance Factors; Educational Quality; Teacher Effectiveness; Teacher Qualifications; Teacher Education; Professional Associations

Abstract:
The Association for Skilled and Technical Sciences (ASTS) serves as the professional organization for Trade and Industrial Education (T&I) teachers. As part of its mission, ASTS is committed to providing leadership, voice and support for its membership. Nearly one year ago, driven by its concern that federal or state education agencies should not independently establish and dictate quality benchmarks for the T&I education profession, the ASTS Board of Directors (BOD) determined that it would be in the best interests of its membership to define what constitutes a high-quality career and technical education (CTE) educator. This article looks at the ASTS' initiative to establish CTE teacher certification. ASTS brought together subject matter experts (SMEs) to develop a relevant and rigorous certification program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Urban Programs; Adult Education; Building Trades; Trade and Industrial Education; Labor Force Development; Program Development; Student Recruitment; Curriculum; Program Evaluation; Admission Criteria; Ancillary School Services

Abstract:
Over the past two decades, inner-city communities have witnessed double-digit joblessness among an increasing number of residents who are relegated to the status of the "permanent" unemployed or the permanent underclass. These residents cannot hope to be competitive in a changing and evolving labor market. Relying on public assistance, low-wage part-time work without benefits, and struggling through spells of unemployment, these residents scuffle to survive during economically successful years and they are the last to experience long-term employment with family sustaining wages during an economic recovery. Particularly problematic for residents of inner-city communities is finding employment opportunities that pay well, and which cannot be exported to suburban communities, other states, or other countries. Although highly sensitive to economic boom and bust cycles, construction jobs offer this opportunity. However, in many urban settings, these jobs are controlled largely by unions, wherein membership is still highly evasive for people of color. Since the 1990s several federal, state, local and community-based initiatives emerged to meet the employment readiness needs of these residents and others through comprehensive training. While adult education and training efforts are recognized as important to the future employment endeavors of these residents; the designers of the intervention programs do not seem to view theoretically-based adult education and training as a central concern. Further, the adult education literature does not contain a critical lens on the quality of these programs. This article provides an adult education theory-based critical analysis of published case evaluations of three very different pre-apprenticeship workforce training programs. The programs include the "Newark/Essex Construction Careers Consortium" (N/ECCC), the Building Bridges Project (BBP) "Night Class," and the BBP "Carpenters Class." 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:
Community Colleges; Education Work Relationship; Trade and Industrial Education; Economic Opportunities; Job Training; Skill Development; Institutional Mission; Employment; Dislocated Workers; Energy; Occupations; Human Capital

Abstract:
As the U.S. economy slowly rebounds, the nation's community colleges are focused on putting Americans back to work. Across the country, training programs in emerging career fields, including nuclear, wind, and clean coal production, vie for the attention of job seekers in search of a more secure financial future. But these shiny new careers aren't the only ones with promise. Dozens of industrial education courses for electricians, plumbers, professionals are evolving in lockstep with new technologies, generating substantial earning potential for students willing to update their skills for the next generation of work. In this article, the author talks about new opportunities in less-heralded industrial careers, including welding, electricity, and construction. 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:
Conferences (Gatherings); Semiskilled Workers; Trade and Industrial Education; Vocational Education; Community Colleges; College Role; Credentials; Bachelors Degrees; Transfer Students; Articulation (Education); Human Capital

Abstract:
The evolution of AB degrees has been influenced by an increased emphasis on workforce development, baccalaureate degree attainment, and transfer on the state and institutional levels. Beginning as primarily programmatic decisions made by a few institutions, over time AB degree program decisions have involved more institutions, and eventually states. Led by Barbara Townsend until her untimely death on June 11, 2009, the authors' research team surveyed education agencies in all 50 states and found that as of 2008, AB degrees were offered in at least one public 4-year institution in 39 states. Lumina Foundation's "Big Goal 2025" (n.d.) focuses on increasing the percentage of Americans with postsecondary credentials to 60% (compared to 39% at the start of Big Goal 2025) and advocates for a policy agenda designed to improve the credentialing of adult and transfer students in the nation. To that end, Lumina encouraged and supported a "Convening" on the AB degree to bring together policy experts, practitioners, and researchers to discuss the status of the AB degree, draw on the authors' research, and encourage dialogue on the potential of and challenges to AB degrees in the future. This paper summarizes some of the most salient themes that emerged during the Convening from sharing the authors' research, hearing from panelists and presenters, and participating in discussions among attendees. In reflecting on the dialogue among participants in the Convening, four primary themes emerged that deserve further exploration in this paper: (1) Defining the AB; (2) Clarifying the relationship between the AB and the CCB; (3) Defining a baccalaureate education; and (4) Accrediting the AB degree. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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