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Ohio Association for Career and Technical Education

Career TEchnical AND Adult Education News

  • December 14, 2010 9:41 AM | Ohio ACTE (Administrator)

    NEWS RELEASE from ACTE

     FOR IMMEDIATE RELEASE                                         CONTACT: Sabrina Kidwai

    December 14, 2010                                                            703-683-9312; skidwai@acteonline.org 

     ACTE RELEASES ISSUE BRIEF OUTLINING CRITICAL ROLE CTE PLAYS IN WORKER RETRAINING

    ALEXANDRIA, VA – The Association for Career and Technical Education (ACTE) today released an Issue Brief called, “CTE’s Role in Worker Retraining” that describes how career and technical education (CTE) programs play a pivotal role in retraining adults and providing them the skills needed to re-enter the workforce or advance along career pathways. CTE worker retraining programs not only focus on local employment needs, but are also tailored to fit the needs of the adult population.

     It is critical that unemployed and underemployed workers have access to education and training in order to develop new skills or update current skills to compete in today’s changing economy. Recent numbers by the Bureau of Labor Statistics report that nearly twice as many workers were displaced between January 2007 and December 2009 as in the previous two-year period, and fewer of these displaced workers have been able to secure employment. However, the number of job openings nationally increased by 30 percent between July 2009 and July 2010.

     These new employment opportunities usually require knowledge and skills that unemployed workers either don’t possess or have not developed because they weren’t needed in previous positions. Adults participating in CTE worker retraining programs can earn industry certifications, certificates or degrees through short-term and accelerated programs and flexible learning approaches that allow them to compete in today’s workforce.

     “Our economy is facing a critical juncture in the recovery process, but unfortunately, many unemployed or underemployed workers lack the skills necessary for the new high-demand jobs that are available,” said ACTE Executive Director Jan Bray. “It’s important for education leaders and policy makers to recognize that CTE retraining programs are essential to providing adults with the skills and knowledge necessary to assume key roles in the global economy. The Issue Brief provides excellent examples of how area CTE centers and community and technical colleges are developing unique programs to meet the needs of business and industry.”

     “Maintaining a competitive advantage in today's workplace is hinged on the training and retraining of the workforce. Re-skilling is critical to transforming America’s economy,” said Gateway Technical College President Bryan Albrecht. “This issue brief describes models that have demonstrated success in connecting careers with worker training and provides engagement strategies that we can all learn from.”

     To obtain a copy of the paper, please visit ACTE’s Web site.

     

  • December 13, 2010 2:05 PM | Ohio ACTE (Administrator)

    The federal Office of Vocational and Adult Education in the U.S. Department of Education recently announced three goals for 2011-12 focused on the links between education and economic opportunity:

    • Goal 1: All youths and adults are ready for, have access to, and complete college and career pathways.
    • Goal 2: All youths and adult students have effective teachers and leaders.
    • Goal 3: All youths and adult students have equitable access to high-quality learning opportunities on demand.

    Below are some quotes from the OVAE newsletter announcing these goals:

    • "Enhancing our approach to career and technical education to prepare students for high-growth careers, we are particularly supportive of rigorous, relevant programs of study that span the secondary and postsecondary systems and that apply classroom-based instruction and work-based learning to meet academic, employability, and technical industry standards."
    • "We are also committed to strengthening our adult education system to prepare adults for college and 21st century careers. We will create stronger linkages with the workforce system, require the use of college- and career-ready standards, and increase employer engagement in career pathway models. We support improving teacher quality and effectiveness, evident at the first-ever Adult Education Symposium on Teacher Quality and Effectiveness in October. We also support innovation in adult education, especially through college and career pathways."
    • "To reach the president's goal of having the highest proportion of college graduates in the world by 2020, significantly more degrees must be earned by adult learners. Community colleges will play a central role by serving at least 8 million additional college students in the next decade... OVAE's community college initiatives are designed to:
      • build public support for community colleges as centers of innovation and providers of excellent education and training that are affordable and accessible to all Americans;
      • facilitate the dissemination of timely and actionable guidance on community college education for teachers, administrators, students, parents, and employers; and
      • promote the development of strategies that support students in the completion of their postsecondary certification and degree programs."
  • December 03, 2010 2:43 PM | Ohio ACTE (Administrator)

    The AEM Construction Challenge, sponsored by the Association of Equipment Manufacturers and presenting sponsor Volvo Construction Equipment, is a one-day event requiring only 6-8 hours of pre-event research on infrastructure issues: roads, bridges, drinking water, and sewers. On Jan 15, 2011, 50 teams at 8 locations (Chicago, Cincinnati, Milwaukee, Atlanta, Seattle, Toronto, Enid OK, and Dallas) will compete in 3 hands-on challenges designed and managed by Destination ImagiNation.

     

    Challenge 1: Hands-on transportation infrastructure. Challenge 2: Hands-on water infrastructure. Challenge 3: Teams present research on a local infrastructure problem. Teams bring a small tool kit and all other materials are provided. Work is done at the Rally with lots of energy and excitement building throughout the day.


    Unlike other "engineering" or "science" events, the Construction Challenge is based on students developing and using their creativity, teamwork and problem solving skills. This ensures the event is rewarding and fun for all students, not only for those who excel in math and science, and it represents a more complete picture of the entire spectrum of skills necessary in the construction sector.

     

    The top teams are invited to the Championship Finals held in Las Vegas during the largest North American construction conference in March, 2011. Winning teams raise money for their flights to/from Vegas, while their industry sponsor pays for the Championship Finals and the team accommodations and most meals.

     

    Team registration is $125 (USD), and consists of 5-7 high school students with one adult manager. Schools, youth groups, neighborhoods, homeschool groups, etc., can register directly at www.constructionchallenge.org. (Teams register for the Regional Rally most convenient for them.)

     

    Each Rally can only accommodate 50 team - so register soon to ensure your team's spot at the January 15, 2011 Regional Rally.

  • December 01, 2010 1:18 PM | Ohio ACTE (Administrator)
    2010 Report of the School Funding Advisory Council (SFAC) was delivered, as required by statute, to members of the General Assembly, the State Board of Education, and the general public on December 1, 2010. Below is links to the Report and to the Report of the Traditional Public/Community School Collaboration Subcommittee as an addendum to the 2010 SFAC Report.

    Click here to download the Report
  • November 02, 2010 11:49 AM | Ohio ACTE (Administrator)

    Lisa Miracle, Madison Adult Career Center, will testify in Washington DC Nov. 5 on behalf of Financial Aid in all of Ohio’s Adult Career Centers.  She was selected from 90,000 applicants to testify concerning the new regulations being considered around “Gainful Employment” and other issues concerning  false or misleading statements regarding financial aid for students.

    COMMENTS SUBMITTED 9/9/10 by Lisa Miracle

    I would like to speak to the impact this legislation will have on our small public postsecondary vocational schools in Ohio.  Our postsecondary vocational education schools in Ohio are on the cutting edge as we continue to forge articulation and concurrent enrollment agreements with our community colleges.  Our program completion rates are over 70%!  Every day we see more of our completers enrolling in college degree programs.  Please exempt programs that have articulation or concurrent college enrollments from this legislation.  Our schools are often the first stop on the education train; located locally to serve students in our community who may not ever realize that a college education could be a reality.  Once a student experiences success in our Career Development programs, he or she is much more likely to continue on the train to degree completion. 

     

    Small schools do not have a financial aid director and financial aid staff.  Often our financial aid offices are one person.  This new gainful employment regulation will add an immense reporting and follow-up workload for our financial aid officers in an economy that truly cannot guarantee anyone gainful employment.  Ohio’s public postsecondary vocational Adult Workforce Education center students certainly have opportunities to obtain "gainful employment" because new programs are built with employer input, local need analysis and are demand-driven.  Programs also have to be approved as such at the state level and with our accrediting bodies.  To do this work again for federal program approval is not an efficient use of time, resources or tax dollars.

     

    Please add some consideration for educational programs located in economically depressed areas.  This legislation could potentially penalize institutions/education programs in areas where unemployment remains high.  In these areas,  graduating students  employment opportunities and the ability to repay loans can be limited.

    Institutions not having the required numbers of students in repayment will be penalized. Adult Career Centers will not be able to offer the diverse programming needed in local areas, and therefore, our country loses more potential college graduates.  Communities in the most trouble will be those most in need of training and education at a time when funding for those training and education opportunities could be at risk. 

     

    Larger institutions with staff dedicated to ensuring "gainful employment  reporting standards (loan repayment/income-to-debt ratios)" will be in the game while our smaller institutions simply will not have enough staffing to adequately comply with additional reporting burdens.

    I fear that our small schools, who have staff dedicated to actually serving students, (not solely to reporting and oversight) will be surprised when one day they are told their programs are no longer Title IV eligible and then our  public schools with lower fees and greater access will eventually be out of business. 

     

    Especially ironic is the fact that it has been predominately the practices of the large "for-profit" schools that preceded this legislation, and I foresee the schools that will be impacted the most will be the public not-for-profit

    postsecondary vocational schools.   

  • October 29, 2010 1:44 PM | Ohio ACTE (Administrator)

    Stan W. Heffner, Associate Superintendent Center for Curriculum and Assessment, Ohio Department of Education, presentation Oct. 28.

    Click here to download the presentation

     

  • October 25, 2010 11:50 AM | Ohio ACTE (Administrator)

    High school teachers interested in having a team of students in grades 9-12 participate in the Ohio Governor’s Cup portion of the national Real World Design Challenge (RWDC) must register by Nov. 19. So far, Ohio has 17 groups enrolled and is tied with Florida for having the most state-level teams. Last year, in the state’s first year of participation, Ohio had more teams involved than any other state. Let's make Ohio number one again in the number of teams involved!

     

    The challenge for state-level competitors is to create a flexible airplane wing design using composite materials. Student teams of up to seven members are provided six different software programs for technical and collaboration activities. They have access to a network of professional engineering mentors as they complete the analysis and modeling of their aviation design solutions. Ohio teams will be judged on Feb. 1, when the team with the best design will be selected for an all-expenses-paid trip to Washington, D.C. for the national RWDC finals in mid-April.

     

    Registered teams and their advisors will have access to weekly RWDC webinars and online tools. In addition, they may attend an information program during the Ohio Technology and Engineering Educators Association Fall Technology Workshops on Nov. 6 at Bexley High School in Columbus. For more details and to register for RWDC, click here. To view video from the 2010 RWDC national event, click here. For additional information, contact Ohio RWDC Coordinator Dick Dieffenderfer at (614) 644-7356 or dick.dieffenderfer@ode.state.oh.us.

  • October 04, 2010 8:50 AM | Ohio ACTE (Administrator)

    ACTE has submitted a proposal for funding through Pepsi's Refresh Campaign.  VOTE for CTE!   Information can be found at www.refreshcte.com, which redirects to a page on our Web site. In some cases, you might find this link easier to use (and easier to say than pep.si …, as with recording a voicemail).  E-blasts were sent to members and affiliate organizations and several e-banners and e-ads for the Pepsi Refresh contest were created.  A Web page for the project was created that included a redirect, www.refreshcte.com.  We posted on social networks, changed social networks profile info and pics, created a mobile group to receive reminder texts, recorded a new on-hold message and reviewed other materials.  Please make sure to vote every day and tell you students, colleagues, friends and to vote every day (online and text!).

  • September 21, 2010 4:01 PM | Ohio ACTE (Administrator)

    The Comment Section on the School Funding Advisory Council website is now available here. It is structured to receive feedback specifically on the subcommittees’ reports and recommendations to help inform the Council’s consideration, rather than broad comments about education or funding issues. Any member of the public can offer their thoughts, which will transmit that feedback to the Council. You can also access the page by visiting the Council’s website at http://sfac.education.ohio.gov and clicking on the Comment page on the top bar menu. The reports themselves can be downloaded on the Subcommittees page.

  • August 06, 2010 10:40 AM | Ohio ACTE (Administrator)

    Jenna Vucelich, DECA State Public Relations representative shared her "Journey in CTE" at the 2010 All-Ohio CTAE Awards Luncheon, July 29.

    My name is Jenna Vucelich and I am currently serving as the Ohio DECA Public Relations Representative. DECA is an organization that prepares emerging leaders and entrepreneurs for careers in marketing, finance, and management. But from a personal standpoint, DECA is an organization that has changed my life and prepared me for my future.

    Ever since I can remember I have loved business. My dad, who is an entrepreneur himself, used to take me for Sunday night drives when I was eight years old. We would go to Starbucks for coffee and hot chocolate and drive around to look at houses. Those Sunday night drives taught me all about the world of real estate and investing and how “risk-taking” isn’t risky if you learn everything possible you can about the product, service or entity in which you wish to invest.  I also learned that real personal power comes from living and spending below your means so that you can capitalize and grow your business at the right time. My dad used to tell me, “Business is everywhere. Just look around. Everything you see is a business.” So I looked, and began to see business everywhere I went.

    At twelve years old I started my first business. I purchased an inflatable bounce house with my own money and rented it out for birthday parties. I gained my initial investment back after just two parties and expanded my business to include additional games for the kids.

    Fast-forward a couple of years to my freshman year of high school. I was taking every business class my school offered. Introduction to Business, Accounting, International Business, Personal Finance, and Advance Placement Micro and Macro Economics. The Marketing Education class which branches into DECA, was known as a class for serious business students at my school. I had no idea what DECA was or what they even did in the class, but I was the first to fill out an application my junior year when I was eligible.

    One reason I immediately valued DECA was that it allowed me to put all of my previous knowledge of business into action. I was able to apply what I had learned from all of my other business classes. I spent my first year in DECA working on a project in the category of Financial Literacy Promotion. I promoted financial literacy through different activities like writing commercials that I recorded and were played on 610 WTVN and WNCI and spending a week in a middle school classroom promoting different financial concepts.

     I wrote about everything I did in a thirty-page document and submitted it for the state competition. I created many drafts of that thirty-page paper and along the way my teacher and advisor, Mike Rees, would write, “This is good, but you can do better”, or “Keep trying, you’re not there yet.”  Now to some, this might seem discouraging, but I had such great respect for Mr. Rees’ honesty, that I could sense he saw greater potential in me.  At the state competition, my thirty-page paper made it to the top ten, which afforded me a ten-minute presentation to the judges.  After this, I was awarded first place in the state of Ohio for my project and provided the opportunity to go to Anaheim, California for the International Career Development Conference and connect with 15,000 kids who shared my passion for business.

    At the beginning of my senior year, my teacher, Mr. Rees encouraged me to run for the position of public relations representative.  Our high school had never had a state officer before so this was new territory.  Mr. Rees made sure I had all the materials to study for the examination and listened a ton of times to my verbal presentation.  I went on to become my school’s first state officer and first multiple state champion.   This year I placed at state again in the area of Entrepreneurship Promotion and again got the chance to compete at the international competition.

    DECA has provided me with so many opportunities that I can’t even begin to express my gratitude. High school classes may prepare students for college, but Career Technical education prepares students for life. There will always be a special place in my heart for my DECA advisor because of his significant impact on my life through encouragement and pushing me to stretch outside of my comfort zone. It saddens me when monetary resources are tight career and technical programs are on the chopping block.   I want to do my part to draw specific correlations from investing in youth to youth investing back into greater commerce for the benefit of all.

    My most recent adventure is going to Miami University, where in the fall, I will join over 16,000 students who are making an investment in their own futures.  A graduate of Miami, Mr. Richard Farmer has donated over thirty million dollars for the development of a state-of-the art business college.  He was CEO of the Cintas Corporation and will now leave a prominent legacy for those of us declaring majors in business. 

    I’m certain that because of DECA, I’ve been selected as one of only 25 first year students that will be part of the Entrepreneurship Living Learning Community within the Farmer Business College.  I aspire to be that next CEO, volunteer, or professional making that kind of a difference.  My hope is to learn everything I can, apply everything I’ve learned and to make an imprint and impact in every thing I do. 

    I’m ready to soar, and I want to say, thanks for my wings, DECA and thanks to my advisor for encouraging me with my first flight.  Just like kids need their parents, students need their teachers.  Believing in us is power.  Believing in us gives us flight to our dreams, and our future.

    Educators such as you need to remember what a difference you make…even when your students forget to acknowledge you.  I challenge you to push a little harder and encourage a little more.  I promise that one-day, in the middle of a workday, a specific successful outcome or even when giving a speech, a student will reflect back on you, and the difference your push and encouragement made. They, like me, will be thankful and they will think an appreciative thought of you.

    On behalf of all of your students, thank you. 

Ohio Association for Career and Technical Education

38 Commerce Park Dr. Suite D, Westerville, Ohio
(614) 890-ACTE (2283)
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