Tech Directions - February 2008 - (Page 7)

what occupation you enter.” American society still sees itself as composed of the rich and the poor, with a working class in between. That working class is gone, he said, to be replaced by “a broad middle class of white collar office workers, including lower-middle-class working families.” Along with these changes, the education system has become more driven by public and private choices, multiple pathways, and increasing selectivity throughout the entire pre-K–16 system. The range is from the high-end private school, to choice through selecting the neighborhood and the offerings of the school like AP and IB. “The last choice,” he said, “is always the dreaded vocational alternative, until somebody finds a way to jazz that up a little bit and make it a real alternative that connects to college going.” Politicians and school administrators cannot stand in the way of an education system that is evolving on its own as more diverse, Carnevale warned. While this is meeting economic needs, it leaves unanswered the question as to how to use education to provide upward mobility between income groups. of the type of labor markets they are trying to access.” To make VET systems produce the desired outcomes, “you need robust institutional linkages between schools/colleges and the labor market.” Apprenticeship Reform As one of her last policy actions at the U.S. Department of Labor, Emily DeRocco, assistant secretary for employment and training, proposed changes in the national apprenticeship program that would provide more flexibility. The purpose, she said “is to align the system with the tools and flexibility needed for the 21st century economy.” Because apprenticeships have expanded beyond traditional industries, apprentices and employers in high-growth industries need better ways for individuals to advance through apprenticeships, she said. The proposals would expand apprenticeship training from one model to three, including: ● Competency-based approach, The British View Looking at career and technical education “from across the pond,” or the British and European experience, the United States should not throw the “baby out with the bathwater,” according to a top leader in Great Britain. However, it also should not “over egg the pudding.” Geoff Hayward, director of the Nuffield 14–19 Review (14–19 refers to ages) at the University of Oxford, advised the Double the Numbers conference to make some reforms in CTE because it can help with the transition from school to work. Countries with well-planned vocational education and training (VET) progression routes find that students with VET backgrounds earn as much if not more than some other graduates. In part, he said, “this is a function www.techdirections.com WASHINGTON 7 http://www.g-w.com http://www.g-w.com http://www.techdirections.com

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Tech Directions - February 2008 Technically Speaking Contents Direct from Washington The News Report Technology’s Past Technology Today Mastering Computers How Engineers Engineer—Lessons from My First Big Engineering Project Tips on Creating Complex Geometry Using Solid Modeling Software Press to Test—Shop-Built BJT Checker Is Easy Cable Television Technician International Technology Education Association Conference—Teaching TIDE with Pride Professional Development Opportunities Product Central Free for the Asking More than Fun

Tech Directions - February 2008

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