Transcript Hans Meeder PowerPoint - CTE Technical Assistance Center of NY

Career Technical Education:
Surviving and Thriving
through Turbulent Times
CTE
Threats
& Opportunities
Threats
• Debt, deficit and budget
cuts at all levels
• CTE seen an elective,
non-essential
• “College-for-all”
mythology
• Relevance gap to key
innovation sectors
• Relevance to Common
Core/academic
preparation
Opportunities
• Economic crisis and
openness to new thinking
about college, skills and
workforce
• Stubborn dropout rates
for high school and
college programs
• Awareness of Middle Skill
jobs and Multiple
Pathways
Today’s conversation
• Build a deeper understanding of
the “innovation eco-system”
• Review key workforce skills
• Understand and apply Common
Core standards
• Review Action Steps for Surviving
and Thriving
What doesn’t kill you
only makes you stronger.
Connecting to the
Innovation
Eco-System
The Innovation Eco-System
Gov
•Individualistic
•Celebrate
•Failure
•Labor pool
•Education
•Network
Culture
•Regulations
•Taxes/Incentives
•Laws (e.g. Bankruptcy)
Demand
Entrepreneurs
•Physical
•Services
Infrastructure
Invention
Funding
•Economy
•Big companies
•Other companies
•Universities
•Corporate R&D
•Open innovation
•Debt
•Equity
•Full range of options
© William K. Aulet, 2008, MIT Center for Entrepreneurship
The impact of Start-up Job Creation
• Start-up companies account for
3 percent of U.S. jobs, but
almost 20 percent of overall job
creation.
• All net new job growth in the
U.S. since 1977, in fact, is due
to start-ups.
• Start-up rate relatively flat at
500,000 per year in U.S..
Sources: Kauffman Foundation survey on job creation, 2009. John Haltiwanger,
University of Maryland.
• Job growth at Venture Capital (VC)backed firms is 2.6 percent vs. 0.2
percent at non-VC-based firms.
• VC-backed firms are about 8 times
more productive in creating jobs.
– Source: The National Venture Capital
Association (NVCA)
• Another estimate says that “VCbacked firms are 150 times more
likely than average start-ups to create
jobs.”
• 92 percent of a company’s job
creation occurs AFTER its IPO (Initial
Public Offering).
Start-ups and
Job Creation
The impact of manufacturing
• Manufacturing has direct links to—and effects
on—other sectors of the economy.
• “Backwards” impact like mining or construction,
• “Forwards” like warehousing, transportation,
and the wholesale and retail trade.
• National Association of Manufacturing (NAM)
indicate that each dollar’s worth of
manufactured goods creates another $1.43 of
activity in other sectors, twice the $.71
multiplier for services.
• 1 manufacturing job connects to 15 other jobs
in the backwards, forwards, and supply chain.
Source: Manufacturing Institute
Losing our “Industrial Commons”
Lost capabilities in –
• desktop, notebook and netbook PCS, lowend servers,
• hard disk drives,
• consumer-networking gear such as routers,
access points, and home set-top boxes.
At-risk of losing –
• blade servers,
• midrange servers,
• mobile handsets,
• optical-communication components, and
• core network equipment.
“Restoring American Competitiveness,” Gary Pisano and Willy Shih, Harvard Business
Review, July-August 2009
“buzz” vs. real jobs
• Sony (electronics, entertainment)
– Market value: $35 billion
– Number of employees: 170,000
• Boeing (aerospace)
– Market value: $50 billion
– Number of employees: 157,000
• Facebook (social media)
– 500 million users
– Market value: $50 billion est.
– Number of employees: 1,700
2000’s, Failed Promise of Innovation
There’s growing evidence that the
innovation shortfall of the past
decade is not only real but may
also have contributed to today’s
financial crisis.”
-- Michael Mandel
Technologies that failed to perform
• MEMS (microelectromechanical
systems)
• Gene Therapies
U.S. Slipping in Innovation Capacity and Growth
Overall Score
Source: Information Technology &
Innovation Foundation, February 2009
Change Score 1999-2009
Rank
Country
Overall
Score
2009
Rank
Country
Overall
Score
2009
1
Singapore
73.4
1
China
19.5
2
Sweden
71.0
2
Singapore
19.0
3
Luxembourg
66.2
3
Lithuania
14.8
4
Denmark
64.5
4
Estonia
18.1
5
S. Korea
64.2
5
Denmark
17.4
6
U.S.
63.9
6
Luxembourg
16.9
…
….
…
…
….
…
38
Brazil
30.1
38
Greece
5.1
39
Mexico
26.0
39
Brazil
3.7
40
India
21.6
40
U.S.
2.7
Great Again:
Revitalizing America's
Entrepreneurial
Leadership
by Henry Nothhaft and
David Kline
Great Again: Key policy recommendations
• Provide $1 billion infusion to handle
patent backlog
• Reduce corporate tax rate
• Create tax incentives for U.S.-based
manufacturing
• Offer permanent 20% R&D tax credit
• Regulate small start-ups differently than
large established public corporations
• Adequately fund basic research
• Encourage immigration of proven
entrepreneurial engineers and scientists
The Need for Leadership
“The American people
always do the right thing—
after they’ve tried every
other alternative.”
Winston Churchill
Changing International Dynamics
“Onshoring/Reshoring” of some jobs back to the
U.S. because of:
– Wage differential is tightening
• Cost of Chinese Labor is rising: 12% average annual
increase in mfg wages 2000 to 2009.
• By 2015, China’s average wage will be 69% of the
average U.S. wage
–
–
–
–
Shipping costs are increasing with fuel prices
Intellectual property not enforced
Quality control abroad is inconsistent
Re-connecting engineering with production
improves product quality and troubleshooting
– Managing production across multiple time-zones
take a toll on U.S. management
Source: Paul Davidson, “Some manufacturing heads back to USA,” USA Today, August 6, 2010,
Bill Powel, “The End of Cheap Labor in China,” Time Magazine, June 27, 2011
Onshoring-Reshoring
• General Electric moving energy-efficient
water heater production from China to the
U.S. (400 jobs).
• Ford Motor Co brought 2000 jobs back to
U.S. from suppliers in Japan, Mexico and
India.
• NCR created 260 jobs in Columbus, Georgia
to manufacturer ATMs, consolidating jobs
from China, India and Hungary.
Source: Paul Davidson, “Some manufacturing heads back to USA,” USA Today, August 6, 2010
Emerging Epicenters of U.S. Innovation
WIRED Magazine, June 2011
U.S. Innovation in Plastics, Chemicals, Automotive, Aerospace,
Information Technology, Biopharma, Metal Mfg, Communication tech,
Medical technology, Analytical Instruments, Electrical Equipment
Bloomington,
IN. Medical
Devices
Provo-Orem,
UT, Software
Development
Reading, PA.
Batteries.
Spartanburg,
SC. Polymers
Fort Collins,
CO. Green
Technology
WIRED Magazine, June 2011
Waco, TX.
Maintenance,
Avionics, and
Dispatch
AMD/Global Foundries “Fab 2”
in Malta, New York
• 1,250 jobs
• $650 million in tax credits,
both on property taxes and
on employee credits
• $500 million for tooling and
building infrastructure,
• $150 million for research
and development at Luther
Forest, Albany’s Nanotech
Institute, and at IBM’s facility
in East Fishkill.
Service Sector Careers Depend on
Core Economic Drivers
Business and
Finance
Culinary
Sales and
Marketing
Regional Growth/Prosperity
Engineering
and Design
Information
Technology
Core
Economic
R
Drivers
Cosmetology
Biotechnology
Advanced
Manufacturing
Early
Childhood and
Education
Construction
AutomotiveTransportation
Health Care
Innovation Economy
Re-Cap
 The Innovation Eco-System
creates jobs, when managed
and supported
 Young businesses with
innovation technologies and
processes are the drivers of
job growth.
 CTE Programs should
address a mix of core
economic drivers and
support sectors.
Trends in the
U.S. Workforce
By 2018, 63 percent of job openings will require workers
with at least some college education
New and replacement demand
(46.8 million by 2018)
36%
33%
30%
Source: “Help Wanted” Projections of Jobs and Education Requirements Through 2018,
Georgetown University Center on Education and the Workforce
In 2018 the economy will need:
• 22 million more Associate’s, Bachelor’s and
Graduate Degrees
• 4.7 million postsecondary certificates
• Continued undersupply will lead to a 3 million
degree shortfall.
In general, learning impacts earning…
Source: “Help Wanted” Projections of Jobs and Education Requirements Through 2018,
Georgetown University Center on Education and the Workforce
But, occupation matters...
• 27% of young workers with Licenses and Certificates
earn more than those with a Bachelor’s degree.
• 31% of young workers with Associate’s degrees earn
more than those with a Bachelor’s degree.
The changing relationship of
workers and companies
• There has been a major
shift toward very small,
solo, and micro-businesses.
– 16.5 million soloists,
– 3.5 million temps, and
– 13 million micro-businesses.
• Estimated total of 33
million “free agents”
Source: Daniel Pink, “Free Agent Nation”
Innovation Economy
Re-Cap
 Postsecondary education
needed for most workers.
 A wide variety of
postsecondary options exist
for education, training and
apprenticeship.
 A large percentages of the
workforce already works in
small teams and selfdirected settings.
 CTE educators can help
communicate these
perspective to students,
parents, business partners,
and other educators.
Skills and Knowledge for
the Innovation Economy
The Skills Mismatch
“During the recession, domestic manufacturers
appear to have accelerated the long-term move
toward greater automation, laying off more of
their lowest-skilled workers and replacing them
with cheaper labor abroad. Now they are looking
to hire people who can operate sophisticated
computerized machinery, follow complex
blueprints and demonstrate higher math
proficiency than was previous required of the
typical assembly line worker.”
--- New York Times, July 1, 2010
Skills Mismatch
Some jobs still difficult to fill
52% of employers
indicate difficulty
filling positions in
2011, compared with
14% in 2010.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Skilled Trades
Sales Representatives
Nurses
Technicians
Drivers
Restaurant & hotel Staff
Management/Executives
Engineers
Doctors & other Non-Nursing
Professionals
10. customer Service
Representatives & customer
Support Staff
Source; Manpower, Inc., 2011 Talent Shortage Survey Results
U.S. Jobs becoming more complex
Source: Levy F. and R.J. Murnane (2004) The New Division of Labor: How Computers are Creating the Next Labor Market. Princeton, N.J.: Princeton University Press
Why are 21st century skills so important?
The requirements
of the workforce
are changing
What employers really want…
Top skills for workers
with high school
diploma
• Professionalism/Work
Ethic (80.3%)
• Teamwork/
Collaboration (74.7%)
• Oral Communications
(70.3%)
• Ethics/Social
Responsibility (63.4%)
• Reading
Comprehension
(62.5%)
Top skills for workers
with 2-year degrees
• Professionalism/
Work Ethic (83.4%)
• Teamwork/
Collaboration (82.7%)
• Oral Communications
(82.0%)
• Critical Thinking/
Problem Solving
(72.7%)
• Reading
Comprehension (71.6%)
“Are They Really Ready to Work?”
Top skills for workers
with four year degrees
• Oral Communications
(95.4%)
• Teamwork/
Collaboration (94.4%)
• Professionalism/
Work Ethic (93.8%)
• Written
Communications
(93.1%)
• Critical Thinking/
Problem Solving
(92.1%)
What is ‘Adaptive Expertise’?
“Adaptive experts on the
other hand are assumed to
possess both the core
efficiencies of routine
experts and the willingness
and ability to develop
effective responses and
solutions to novel
situations.”
Source: Creating Environments for Continuous Learning: Adaptive Organizations & Adaptive
Expertise, Kieran O’Mahony, Timothy (et al), 2008
Adaptive Expertise Starts with Teaching and Learning
Source: Creating Environments for Continuous Learning: Adaptive Organizations & Adaptive
Expertise, Kieran O’Mahony, Timothy (et al), 2008
Results from Challenge-Based Instruction
•
•
•
Deeper understanding of complex
content (demonstrated on standardized
tests against comparison group learning
with traditional lecture-based approach)
Building a Community of Practice –
building relationships with experts that
can be called upon inside the
organization
Effective Problem Solving – developing
the habits of finding knowledge and
applying it to specific challenges
Source: Creating Environments for Continuous Learning: Adaptive Organizations & Adaptive
Expertise, Kieran O’Mahony, Timothy (et al), 2008
Skills and
Knowledge
Re-Cap
 Students need more than
literacy, numeracy skills, and
career-specific technical skills
for true college and career
success.
 They need 21st century
employability skills, with an
understanding of the
entrepreneurial, start-up
environment.
 They need to learn
“adaptive” thinking.
 Education programs need to
seriously address
development of ALL these
skill sets.
Understanding the
Common Core State
Standards
June 2010
The Common Core State Standards
Initiative
Beginning in the spring of 2009, Governors and state
commissioners of education from 48 states, 2
territories and the District of Columbia committed to
developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards.
The Common Core State Standards Initiative
(CCSSI) is a state-led effort coordinated by the
National Governors Association (NGA) and the
Council of Chief State School Officers (CCSSO).
www.corestandards.org
44
Why Common Core State Standards?
Preparation: The standards are college- and career-ready. They will help
prepare students with the knowledge and skills they need to succeed in
education and training after high school.
Competition: The standards are internationally benchmarked. Common
standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a
student’s zip code.
Clarity: The standards are focused, coherent, and clear. Clearer standards
help students (and parents and teachers) understand what is expected of
them.
Collaboration: The standards create a foundation to work collaboratively
across states and districts, pooling resources and expertise, to create
curricular tools, professional development, common assessments and
other materials.
45
Common Core State Standards
Evidence Base
•For example: Standards from individual high-performing countries
and provinces were used to inform content, structure, and language.
Writing teams looked for examples of rigor, coherence, and
progression.
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Belgium (Flemish)
Canada (Alberta)
China
Chinese Taipei
England
Finland
Hong Kong
India
Ireland
Japan
Korea
Singapore
English language arts
1.
2.
3.
4.
5.
6.
7.
Australia
•
New South Wales
•
Victoria
Canada
•
Alberta
•
British Columbia
•
Ontario
England
Finland
Hong Kong
Ireland
Singapore
46
Common Core State
Standards for
Mathematics
Overview of High School
Mathematics Standards
The high school mathematics standards:
– Call on students to practice applying mathematical ways of
thinking to real world issues and challenges
– Require students to develop a depth of understanding and
ability to apply mathematics to novel situations, as college
students and employees regularly are called to do
– Emphasize mathematical modeling, the use of mathematics
and statistics to analyze empirical situations, understand
them better, and improve decisions
– Identify the mathematics that all students should study in
order to be college and career ready.
49
Common Core State
Standards for English
Language Arts and Literacy
in History/ Social Studies,
Science, and Technical
Subjects
Overview of Reading Strand
Reading
Progressive development of reading comprehension; students gain
more from what they read
Emphasize the importance of grade-level texts that are of
appropriate difficulty and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social Studies (6-12)
 Reading Standards for Literacy in Science and Technical
Subjects (6-12)
52
Overview of Writing Strand
Writing
– Expect students to compose arguments and opinions,
informative/explanatory pieces, and narrative texts
– Focus on the use of reason and evidence to substantiate an
argument or claim
– Emphasize ability to conduct research – short projects and
sustained inquiry
– Require students to incorporate technology as they create,
refine, and collaborate on writing
– Include student writing samples that illustrate the criteria
required to meet the standards (See standards’ appendices
for writing samples)
56
Overview of Standards for
History/Social Studies, Science, and
Technical Subjects
Reading Standards for History/Social Studies, Science, and Technical
Subjects
– Knowledge of domain-specific vocabulary
– Analyze, evaluate, and differentiate primary and secondary sources
– Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and Technical
Subjects
– Write arguments on discipline-specific content and
informative/explanatory texts
– Use of data, evidence, and reason to support arguments and claims
– Use of domain-specific vocabulary
58
Understanding the
Common Core State
Standards
June 2010
Integration of
Technical and
Learning Skills
The Pennsylvania CTE Best Practices Initiative is documenting
the promising practices that Pennsylvania Career and Technical
Education administrators and teachers are utilizing as they work
to improve program quality and student results.
Collaborative CTE/academic integration
Erie County CTC (all sites use similar strategies)
Goal: Embed literacy and numeracy strategies across the school
Overview: Establish standing committees for literacy and numeracy in 20082009 and hired literacy Coach
Formal Literacy Plan
• Create a literacy-rich culture in each CTE program
• Increase writing skills
• Increase reading skills and content literacy (equivalent of 12.5
books/year)
• Practice speaking and listening skills
• Train all staff members to use differentiated teaching strategies and
incorporate Higher Order Thinking (H.O.T.) skills into lessons
• Incorporate assessment/progress monitoring
Literacy initiatives on a weekly basis
• Sustained Silent Reading
• Reader Response Days
• SAT vocabulary development
Valuing CTE/academic integration
Reading Muhlenberg CTC
• “You can’t integrate academics if you just turn on the lights
and go to work. You have to teach.” (School Director Gerald
Witmer)
• “We have to integrate literacy and numeracy. It’s within our
trades and it’s very important for them (students) to
understand that.” (CTE teacher)
• One welding instructor observed that as he began to spend
more lesson time on literacy and numeracy strategies, his
students became more proficient and independent in
learning their technical skills. As a result, when students
participated in their applied work in the lab (or "shop"), they
had fewer questions for the instructor.
Pavement Time
Creating the Connections
Economic
Development
Employment
Education
Creating the Connections
Economic
Development
Employment
Education
Creating the Connections
Economic
Development
Employment
Education
Creating the Connections
Economic
Development
Employment
Education
EducationInnovation
Economy
Alignment
Service Sector Careers Depend on Core
Economic Drivers Creating Regional Prosperity
Business and
Finance
Culinary
Sales and
Marketing
Regional Growth/Prosperity
Engineering
and Design
Information
Technology
Core
Economic
R
Drivers
Cosmetology
Biotechnology
Advanced
Manufacturing
Early
Childhood and
Education
Construction
AutomotiveTransportation
Health Care
Career
Academy
the 3 R’s
True College
andFusion
Careerof
Readiness
Academic
Technical
Learning
Skills
Skills
Employability
-Workplace
Skills
Your sphere of influence/responsibility
Within
my control
Within my sphere
of influence
Out of my control
• What do I
control?
• What can I
influence?
• What concerns
me but I can’t
control?
Individual courage
and teamwork
Action Steps to
Survive and
Thrive
 Align CTE programs to key
economic sectors that
drive regional job growth.
 Ensure that all CTE
programs address 21st
employability skills.
 Actively integrate reading
comprehension,
communication ,
mathematical reasoning
into CTE.
 Build excellent programs
AND stand together as
ONE Career and Technical
Education Community.
Question and
Comments
Career Technical Education:
Surviving and Thriving
through Turbulent Times
Career Technical Education:
Surviving and Thriving
through Turbulent Times
[email protected]
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