Penn State: High school career and technical education
threatened.
Text of Jan. 24 press release.
University Park, Pa. -- Almost a hundred years of federal
assistance for high school career and technical education
could abruptly end if a current federal proposal succeeds, a
Penn State educator says.
The viability of high school vocational education - now
called Career and Technical Education (CTE) - is once again
being questioned, notes Dr. Kenneth Gray, professor of
education. The Bush administration recommends that the $1.3
billion in federal funding for high school CTE, Tech Prep
(which combines instruction in both technical and integrated
academic skills) and even postsecondary technical education be
redirected toward a purely high school academic curriculum
linked to college.
According to Gray, the present administration's attitude is
that every teenager should be going to college and thus
secondary education should focus almost entirely on the
traditional academic components of English, math and science.
The current administration's plan to improve education is to
motivate young people by requiring all of them to take
standardized tests and stigmatize as failures both those
students who do poorly as well as their schools.
"The implication is that CTE is antiquated and
incompatible with No Child Left Behind (NCLB) guidelines. One
appointee with the U.S. Office of Education, now retired, went
so far as to characterize CTE programs as preparing students
for careers as shoe repairers," says Gray, author of a
recent article in Phi Beta Kappan, "Is High School Career
and Technical Education Obsolete?"
"The CTE experience, in reality, holds the potential
to assist all teens in verifying tentative career plans as a
prerequisite to making postsecondary plans," Gray notes.
"Less CTE will mean less opportunity for teens and, in
the long run, less prosperity for all of us."
As opposed to English, math and science, no high school
student is required to take CTE. USOE data shows, however,
that almost every high school graduate takes one or more
courses in Career and Technical Education and 25 percent of
them take three or more credits in a single occupational area.
"Whereas no teen has to take CTE, one can assume that
these students and their parents, not to mention local school
boards who finance most of these courses, find them of
value," says Gray.
"CTE is to some teens what advance placement and
honors courses are to others, namely an alternative program of
study they find more applicable and instructionally effective.
At the high school level, No Child Left Behind requires
alternatives," adds the Penn State researcher.
"The common academic curriculum/college prep approach
offers little of relevance to more than half of all teens,
especially the 25 percent who drop out and the 30 percent of
those remaining who go to work fulltime," Gray says.
"In most cases, the lack of an option to strict academics
is one reason why many teens drop out in the first place. And
while academics count in any occupation, labor market
advantage for the work-bound high school student in competing
for jobs with career possibilities and a living wage comes
from having specific occupational skills as well."
Moreover, CTE does not conflict with the administration's
No Child Left Behind initiative. Most students in CTE programs
take essentially the same number and kind of academic classes
as non-CTE students, and they graduate with equivalent test
scores. Even college-bound students dismiss much of the
traditional academic curriculum as irrelevant and opt for CTE
programs.
Gray says, "For many students, CTE provides options
that they find more meaningful in light of their aspirations
and talents. Without high school CTE, high school dropouts
will likely increase, work-bound high school graduates will be
prepared only for low-skills/low-wage dead-end employment, and
TECH PREP, the only high school academic program specifically
designed to prepare students for college-level technician
training, will be gone."
EDITORS: Dr. Gray is at (814) 863-2593 and at gty@psu.edu
by e-mail.
SOURCE: Penn State
2004 Health Careers Awareness Week
November 8 – 12, 2004
Health Careers in Demand
Nursing
Duties:
Registered nurses (RN) provide the oversight of health care
for vulnerable populations, which include the sick, dying,
children, adults and the elderly and execute the medical
regimens ordered by the doctors. They do this by assessing the
physical, psychological, spiritual and behavioral needs of
these individuals, formulating plans to meet these needs,
ensuring the plans are put into action then evaluating whether
the plans have worked. The RNs ensure that care is documented
and quality is maintained at all times, educate parents and
families and keep medical records. The Licensed Practical
nurses (LPN) assist the nurses and doctors by implementing
these plans that include helping individuals with activities
of daily living (bathing, dressing and eating), obtaining data
(temperatures, blood pressures, blood sugar levels) and
administering medications.
Working
Conditions: Most nurses work in hospitals or nursing homes
that have flexible schedules, good benefits and adequate
salaries. Nursing is a 24-hour a day, 7-day a week profession.
Nursing is a very physical profession with lifting, moving and
transporting of patients and families in vulnerable situations
that require empathy, patience and listening skills
Characteristics:
Registered nurses need to be critical thinkers, culturally
sensitive, technologically efficient, dynamic, decision makers
and compassionate individuals. Licensed practical nurses need
to be hands-on, culturally sensitive and compassionate
individuals. Both
must demonstrate academic aptitude and an ability to
communicate.
Education:
- Diploma Program-Hospital based; a 2-3 year program; offer college
credits toward a Bachelor of Science in Nursing (BSN)
- Associate’s Degree-Offered at junior or community colleges; two
years; credits can be used toward a BSN
- Bachelor’s of Science in Nursing (BSN)-Four year program offered
at a university or college
All
graduates from these programs take the same licensure exam to
become a Registered Nurse.
Licensed practical nurses must complete a vocational
training program or community college program in order to sit
for the LPN exam.
Direct Care Workers
Duties:
Direct
care workers assist older adults and persons with disabilities
with daily activities such as dressing, grooming and mobility.
Workers may also assist with meal preparation, housekeeping
and companionship. These services are provided in community
settings, consumers’ homes, residential settings such as
assisted living or personal care homes and nursing homes.
Working
Conditions: Nursing
homes, hospitals and other residential settings offer flexible
work schedules. Since care is provided around the clock, some
workers may work shifts that include nights, weekends and
holidays. Workers
in home-based settings may be attracted to the flexibility of
scheduling and the opportunity to form closer relationships
with consumers. Direct
care work can be a physically and emotionally demanding job,
but many gain satisfaction from assisting those in need.
Characteristics:
Direct
care workers should be responsible, mature and have the
ability to adapt to challenging situations. Good communication
skills and a desire to help people are also important.
Education:
Nurse
aides and certified home health aides must complete a minimum
of 75 hours of training and pass a competency evaluation.
Training is offered in high schools, career and technical
schools, vocational-technical centers, nursing facilities and
community colleges. Personal care and home care workers are
not currently required to obtain formal training or
certification prior to starting work. However, most employers
provide 40-60 hours of on-the-job training.
Pharmacy
Duties:
Pharmacists
are experts on the safe and effective use of medication. Not
only do pharmacists dispense drugs, but they also counsel
patients on their use, side effects and interaction and are
resource to physicians regarding the effects of combining
multiple medications. Today’s pharmacists are becoming more
and more involved in disease state management. Some
pharmacists are involved in compounding where they may combine
and mix ingredients to form certain medications. Pharmacy
technicians assist pharmacists by helping prepare, price and
label medications for customers. Most pharmacists work in
community retail pharmacies; however, pharmacists can be found
in hospitals, nursing homes, managed care organizations,
clinics and in government.
Working
Conditions: Often
work in clean, well-lit pharmacies in the not-for-profit as
well as retail environment. Evening, weekend and holiday
shifts are common. Considerable time is spent standing and
walking.
Characteristics:
Both pharmacists
and pharmacy technicians should be organized, precise,
reliable and have a strong desire to help others. A scientific
and mathematical aptitude and background are essential. Good
communication and interpersonal skills are important when
dealing with the public.
Education:
Pharmacists
must complete six years of postsecondary study, earn a Doctor
of Pharmacy degree from an accredited facility and be licensed
by the Commonwealth of Pennsylvania. On-the-job training is
common for pharmacy technicians; however, many employers
prefer to hire technicians who have graduated from a formal
training program. In addition, voluntary certification is
available for qualified pharmacy technicians.
Medical
Imaging (Radiological Technology)
Duties:
Use
invasive and non-invasive technology to produce images for
diagnosis and treatment by physicians. May take images using
Ultrasound, X-ray, CT or MRI to visualize internal organs,
bones or other structures
Working
Conditions: Most
imaging specialists work about 40 hours a week, although
evening and weekend work may be required. Some are on-call for
emergencies. Considerable time is spent standing and walking.
Characteristics:
Workers
should be reliable and able to follow instructions. Mechanical
aptitude is important, as is the ability to adhere to safety
procedures. Imaging specialists must help with lifting and
turning patients.
Education:
Completion
of a two-year associate’s degree program may be required for
imaging specialists, although various hospitals offer two-year
certificates. A four-year program is available for certain
specialties. Continuing education is required for all imaging
professionals. Licensing or certification is required for
Nuclear Medicine Technologists, Sonographers, Radiation
Therapists and CT and MRI technologists.
Clinical Laboratory Sciences
Duties:
Perform
medical and clinical laboratory testing that is used in the
detection, diagnosis and treatment of diseases. Technologists
usually perform the more complex testing and occupy
supervisory positions.
Working
Conditions: Work
is often performed in clean, well-lit laboratories. Schedules
vary with size and type of employer although rotating shifts
and evening, weekend or holiday hours are common. Personnel
may be on-call for emergencies. Workers spend a considerable
amount of time on their feet.
Characteristics:
Analytical
judgment, attention to detail and the ability to work well
under pressure are essential traits for medical laboratory
workers. Manual dexterity, normal color vision and strong
computer skills are important for medical testing.
Education:
Many
clinical laboratory scientists earn a bachelor’s degree in
medical technology or a life science. Technicians must earn an
associate’s degree or obtain training through the Armed
Forces. Voluntary certification is available for all qualified
medical laboratory personnel.
Respiratory Therapy
Duties:
Respiratory therapists evaluate,
treat and care for patients with heart and lung abnormalities.
They educate patients and families in the proper use of
equipment and may draw blood or perform basic cardiopulmonary
procedures, such as electrocardiograms and stress tests.
Working
Conditions: Respiratory therapists generally
work 35 and 40 hours a week, although evening, weekend and
holiday shifts are required in hospitals. Long periods of time
are spent standing and walking between patient rooms.
Characteristics:
Respiratory
therapists should be sensitive to patient needs, pay close
attention to details and work well as part of a team. The
ability to follow instructions and adhere to safety procedures
is vital. Mechanical ability and manual dexterity are needed
to properly operate complex equipment.
Education:
Respiratory
therapists must have formal training and certification,
including an associate’s degree, to obtain an entry-level
position. A four-year bachelor’s degree program is available
at certain educational facilities. All respiratory therapists
in Pennsylvania must be legally credentialed to the Board of
Medicine or the Board of Osteopathic Medicine.
School-based
Career Development: A Synthesis of the Literature
By
Katherine L. Hughes and Melinda Mechur Karp
Institute
on Education and the Economy
Teachers
College,
Columbia
University
February
2004
http://www.tc.columbia.edu/~iee/PAPERS/Career_Development_2004.pdf
Pennsylvania
CareerLink – Serving the Workforce
“Team
Pennsylvania CareerLink (PA CareerLink) was created as a
result of the Federal Workforce Investment Act (WIA) of 1998.
Its mission is to achieve the goal of consolidating,
coordinating and improving employment, training, literacy and
vocational rehabilitation programs in the United States.
As the result, the WIA created state and local one-stop
systems where services such as training, education, and
employment programs are delivered “under one roof” – a
simplified system. The
goal was also to localize efforts as much as possible, while
still maintaining a strict set of guidelines at the federal
and state level for quality control. The one-stop system has
become a collaborative effort between several federal
agencies, state affiliates and local community and non-profit
organizations that carry out the legislation.
In Pennsylvania, the Department of Labor and Industry
and the Team Pennsylvania Workforce Investment Board lead the
one-stop effort called PA CareerLink.
A local board, as designated by the WIA, governs each
local PA CareerLink system, which works collaboratively with
Pa CareerLink partners including; adult education programs,
and welfare-to-work advocates among others.
Job
Seeker Services
·
On
line and in-person access to PA CareerLink services
·
Skill
assessment and aptitude testing
·
Resume
building and interview skills
·
Career
counseling and planning
·
Job
search and placement assistance
·
Occupational
skills training
·
Pre-vocational
services
·
Financial
aid information
Employer
Services
·
Online
and in-person access to PA CareerLink Services
·
Orientation
to PA CareerLink system
·
Free
and unlimited job positing
·
Pre-screening
of applicants
·
Coordinated
job fairs
·
On-site
recruitment
Pennsylvania
CareerLink … Fast Facts
·
PA
CareerLink is different from other career services websites in
that it is an Internet-based system of recruitment and
retraining services for employers and job seekers, supported
by a network of professionally staffed offices across
Pennsylvania.
·
The
goal of PA CareerLink is to address critical labor and skills
shortages by offering market-driven services to employers, job
seekers, and other participants in the Pennsylvania economy.
·
PA
CareerLink matches skilled Pennsylvanians with employers
looking to fill jobs within the state.
·
The
PA CareerLink website attracts over 180,000 unique visits each
month and features an average of 16,000 active job orders and
over 575,000 active resume postings.
·
To
date over 470,000 Pennsylvanians have found jobs through PA
CareerLink.
·
All
PA CareerLink services are free to job seekers and employers.
Today, there are over 75 professionally staffed centers
throughout the state. In addition, Team Pennsylvania CareerLink services are also
available online at www.pacareerlink.state.pa.us
or by visiting the PA PowerPort at www.state.pa.us
, PA Keyword: jobs.” Source:
Pennsylvania
CareerLink Digital Press Kit, Barry Ciccocioppo, Press
Secretary, Department of Labor and Industry.
December 2002.
Career
Development Strategy:
In the Great Valley School District, PA CareerLink
staff annually provides a series of workshops for
transition-age students (Grades 7, 9, and 11) on accessing
services and information on the Career-Link website. The workshops were conducted in the school’s computer labs
providing a “hands-on” experience for students.
The
Changing Job Market – 2000-2010
Source:
United States Bureau of Labor Statistics
Office of Occupational Statistics and Employment
Projections, Washington, D.C.
Job
openings stem from both employment growth and replacement
needs. Replacement needs arise as workers leave occupations.
Some transfer to other occupations while others retire, return
to school, or quit to assume household responsibilities.
Replacement needs are projected to account for 60 percent of
the approximately 58 million job openings between 2000 and
2010. Thus, even occupations with little or no change in
employment still may offer many job openings.
Professional
and related occupations are projected to grow faster and add
more jobs than any other major occupational group, with 7
million new jobs by 2010. Three-fourths of this job growth is
expected among computer and mathematical occupations;
healthcare practitioners and technical occupations; and
education, training, and library occupations. With 5.2 million
job openings due to replacement needs, professional and
related occupations are the only major group projected to
generate more openings from job growth than from replacement
needs.
Due
to high replacement needs, service occupations are projected
to have the largest number of total job openings, 13.5
million. A large number of replacements are expected to arise
as young workers leave food preparation and service
occupations. Replacement needs generally are greatest in the
largest occupations and in those with relatively low pay or
limited training requirements.
Office
automation will significantly affect many individual office
and administrative support occupations. Overall, these
occupations are projected to grow more slowly than the
average, while some are projected to decline. Office and
administrative support occupations are projected to create 7.7
million job openings over the 2000-10 period, ranking third
behind service and professional and related occupations.
Agriculture,
forestry, and fishing occupations are projected to have the
fewest job openings, approximately 500,000. Because job growth
is expected to be slow, and levels of retirement and job
turnover high, more than 80 percent of these projected job
openings are due to replacement needs.
Employment
in occupations requiring an associate degree is projected to
increase 32 percent, faster than any other occupational group
categorized by education or training. However, this category
ranks only eighth among the 11 education and training
categories in terms of job openings. The largest number of job
openings will be among occupations requiring short--term
on-the-job training.
Almost
two-thirds of the projected job openings over the 2000-2000
period will be in occupations that require on-the-job
training, and arise mostly from replacement needs. These jobs
will account for 37.3 million of the projected 57.9 million
total job openings through 2010. However, many of these jobs
typically offer low pay and benefits; this is truer of jobs
requiring only short-term on-the-job training, which will
account for 24.8 million openings, than of the occupations in
any other education or training category.
Jobs
requiring a bachelor's degree, and which usually offer higher
pay and benefits, will account for about 7.3 million job
openings through 2010. Most of these openings will result from
job growth.
Lifetime
Earnings According to Education Level
Source:
American School Counselor Association - 2001 Digest of
Educational Statistics
Assuming
that each works until age 65 and earns the average salary …
q
A high school
graduate will earn nearly $333,000 more than a high school
dropout.
q
A worker with
some college will earn $538,000 more than a high school
dropout.
q
A worker with a
college degree will earn almost a million ($945,670) more than
a high school dropout.
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