For three days during first week of November, we hosted a college/postsecondary task force meeting at the SkillsUSA National Leadership Center in Leesburg. This was an extremely important meeting as we brought together key stakeholders from our college/postsecondary markets to help us develop strategies to engage more postsecondary participation in SkillsUSA. This market holds huge potential for us, and the work of the task force will be integrated into our strategic plan. Members of the task force came from across the nation and included state and national student officers, alumni who completed postsecondary programs, two postsecondary state association directors, postsecondary teachers, administrators and current student members. The meetings were led by staff members, Kelly Horton and Gayle Silvey. We provided a report on their work at the Wednesday board meeting.
On November 5, the National Research Center for Career and Technical Education (NRCCTE) released a report stating that career and technical education is increasingly being recognized as an important part of public education and citing the groundbreaking Pathways to Prosperity report (http://tinyurl.com/pry82fm) issued by Harvard’s Graduate School of Education and two new reports offering more support for CTE.
The first report (http://tinyurl.com/oxh9t3z) was written by Jean-Claude Brizard, a former high school administrator and CEO of Chicago Public Schools and now a senior advisor at The College Board.
The second report (http://tinyurl.com/pelbwq3), co-authored by Harry J. Holzer of the Georgetown Public Policy Institute and the Georgetown Center on Poverty, Inequality, and Public Policy, Dane Linn of The Business Roundtable, and Wanda Monthey of The College Board, was released this past week. This report emerged from a convening of a large group of CTE researchers, practitioners and policymakers who met to identify what constitutes high-quality CTE. Holzer, Linn and Monthey examine the labor market environment confronting young people today and discuss what they believe to be the characteristics of CTE programs that address those challenges. The report illustrates the interest in CTE being expressed by influential voices outside the immediate field of CTE.