Thomas Shaw's blog
Educators of Technical, Technology and STEM education continue with us, to advocate for hands-on skilled training. Thought leaders from around the country have discussed ways to accomplish this through education reform. C. M. Rubin published a discussion with Charles Fadel.
Contemporary education is failing our students because we are stuck in a curriculum designed for a different century, We need to re-examine college entrance requirements (and their tests). They hold change hostage to antiquated and incomplete requirements. Massive adaptation must be demanded by parents and educators alike. Without these changes, we will be unable to adapt curricula to reflect modern needs. It starts with creating a framework for WHAT we need to teach, which must be comprehensive yet concise and actionable
Business Leaders, Elected Leaders, and Education Leaders continue to push initiatives to promote, fund and improve Career Technical Education.
Strengthening Career and Technical Education for the 21st Century Act (H.R. 5587) -The bill will empower state and local leaders by simplifying the application process for receiving federal funds and providing them more flexibility to use those resources to respond to changing education and economic needs. These reforms will help state leaders focus on preparing students for the workforce—not duplicative or overly prescriptive federal requirements—and enable them to determine the best way to do so.
Four C's for Careers Act (H.R. 5663) - This Act may be cited as the ``Critical Thinking, Collaboration, Communication, and Creativity for Careers Act'' or the ``Four C's for Careers Act'' - To amend the Carl D. Perkins Career and Technical Education Act of 2006 to deliver high-quality career and technical education opportunities, and for other purposes.
Workforce Innovation and Opportunity Act - The WIOA Final Rules include reforms that will affect more than a dozen programs receiving $10 billion in annual training and education funding and programs that serve approximately 20 million Americans each year.
Putting Learner Success First - The vision calls for a systemic revitalization of the education system, and identifies Career Technical Education's (CTE) strengths and role in this transformation. Advance CTE and six national organizations are stepping up to the challenge to continue on the path of fierce dedication to quality and equity, while providing the leadership necessary to continue to re-examine, grow and transform the education system.
In a major step toward implementing the new Every Student Succeeds Act (ESSA) and providing important clarity for parents, students, and educators about the new law, U.S. Secretary of Education John B. King Jr. announced proposed regulations to implement the law’s accountability, data reporting, and state plan provisions. The regulations would replace the narrow, one-size-fits-all approach that defined ESSA’s predecessor, No Child Left Behind (NCLB), with new flexibility for states and districts; a more holistic approach to measuring a quality education that will help prepare all students for success; and strong protections to ensure the progress of all students. It also reinforces ESSA’s strong commitment to transparency and ensures meaningful engagement and an active role for parents, teachers, students, community leaders, and other stakeholders in implementing the new law. The proposed regulations themselves were informed by extensive input from a diverse group of stakeholders. The Department of Education (DoE) participated in well over 100 meetings and events and received hundreds of public comments prior to the release of the regulations. The Department will encourage additional feedback on the proposal from parents, teachers, and other stakeholders through the public comment period, and looks forward to receiving suggestions for improvements to the proposed regulations.
The Career and Technical Education Excellence and Equity Act, will rewrite the Carl D. Perkins Act, which has not been updated since 2006. The bill would support innovation in CTE and redesign the high school experience by creating a grant program to fund partnerships between school districts, employers, and institutions of higher education, with the goal of preparing more students for postsecondary education and the workforce. The bipartisan legislation is sponsored by Senators Mike Enzi (R-WY) and Bob Casey (D-PA) Senators Tim Kaine (D-VA), Rob Portman (R-OH), Tammy Baldwin (D-WI), Shelley Moore Capito (R-WV), and Kelly Ayotte (R-NH) introduced the Career and Technical Education Excellence and Equity Act.
Opportunity Nation is calling on the next president to work with Congress to advance policy initiatives that would expand and improve high-quality career and technical education for all students by:
Ensuring increased collaboration and coordination between secondary and postsecondary institutions
Ensuring increased collaboration between CTE and the private sector
Aligning CTE programs with regional and State workforce needs
Exposing students to career and work-based learning opportunities
Rewarding evidence-based practices with a focus on programs that can be scaled and replicated, and leverage more support from the private sector
National Academy Foundation (NAF), one of Opportunity Nation’s coalition members, knows the value of high-quality CTE in preparing students to succeed. NAF has developed an industry-focused curriculum as well as work-based learning experiences that focus on five high-growth fields: finance, hospitality and tourism, information technology, engineering, and health sciences. More than 6,000 business people volunteer in classrooms, act as mentors and provide NAF students paid internships. Employers recognize the value of these experiences, as it is crucial for America’s corporations to invest in the future of our students and the future of their workforces.
There are more than 600,000 high-paying tech jobs across the United States that are unfilled, and by 2018, 51 percent of all STEM jobs are projected to be in computer science-related fields. Computer science and data science are not only important for the tech sector, but for so many industries, including transportation, healthcare, education, and financial services.
With Congress’s approval, $4 billion will be spent over three years to train teachers, connect schools with corporate and nonprofit partners, and expand instructional material. States would apply for a slice of the $4 billion and have five years to use the money. The funding programs, which will appear in the president’s forthcoming budget proposal for 2017, are just the latest effort from the White House to bring more science and technology education to students.
It is now up to the states and local school districts to maintain a focus on STEM and computer science education, and leverage the funds and flexibility from the new block grants to expand educator and student access to high-quality engineering and computer science curricula and professional development.
The new Legislation includes these STEM Education priorities:
•The consistent application of science, technology, engineering and mathematics (STEM), including computer science, throughout the legislation;
•A funding provision allowing states to refine their science assessments by integrating engineering design skills and practices;
•Flexible funding grants, in lieu of a smaller separate program dedicated to math and science education, allowing states and school districts to use their federal funds for STEM teacher professional development and high quality instruction;
•The consideration of STEM-related education activities as part of a well-rounded education that can be funded in both classroom and informal educational settings.
Manufacturing Skills Gap Report from Newark Element14 - ToolingU SME Recognize Model Education Programs
3.5 Million Manufacturing Jobs will need to be filled in the next decade. http://www.newark.com/ Newark element14 took a closer look at the social and economic implications of this skills gap, as well as the role employers, government entities and educational institutions must play in closing this gap once an for all. http://www.imanengineer.com/ Over the past several years $1 Billion have gone to community colleges to support the creation or expansion of manufacturing education programs. Another $100 Million is available to establish apprenticeship programs. Join Technical Education Publishing to encourage and grow Technical Education Programs in your districts. http://www.techedmagazine.com/enewsletter
Tooling U-SME Platinum Education Center (TUPEC) award is given to institutions considered to be outstanding academic models for the advancement of the manufacturing industry. The schools enhance the professional development of students by creatively using online and hands-on training in a blended learning format to help develop a skilled and qualified future manufacturing workforce.
Where California Schools Needs To Put Their Money - Arne Duncan, Secretary of Education, at Hollywood STEM Academy
On the Westside of Los Angeles, there's a school where eighth-graders code and build websites, develop entrepreneurial ventures and use gaming software to design solutions for saving local endangered species. At the Incubator School, teachers leverage technology to individually tailor student learning and track progress toward challenging academic standards. And students regularly participate in a design laboratory in which they study sciences and complete projects based on their personal interests and passions..
High-quality instruction in science, technology, engineering and math — subjects collectively known as STEM — can provide students with a lens to approach and view the world. When students — like those at the Incubator School — engage in hands-on STEM learning, they aren't just gaining subject matter knowledge. They're developing a mind-set that affirms they can use inquiry and their own logic to reach new conclusions and tackle tough problems.
114th CONGRESS, 1st Session, H. R. 823 - To better integrate STEM education into elementary and secondary instruction and curricula, to encourage high-quality STEM professional development, and to expand current mathematics and science education research to include engineering education. https://www.congress.gov/bill/114th-congress/house-bill/823/text
◦Ensures that engineering design skills are part of science standards in each state and authorizes the use of State Assessment Grants to integrate engineering into state science tests
◦Sets aside a portion of Title II funds for STEM professional development for STEM professional development through the Teacher and Principal Training and Recruitment Fund
◦Amends the Education Science Reform Act of 2002 to authorize the Institute of Education Sciences (IES) to expand the scope of their research activities from sole math and science to include all STEM subjects with a focus on identifying best practices and promising innovations
◦Amends the Math and Science Partnership Program to include all STEM subjects encompassing engineering and computer science