DeVos Secretary approved the first wave of Perkins Career and State Plans Technical Education detail Plans how states use federal investment to provide students with Multiple paths to success 22 May, 2020 Contact: Office Press, (202) 401-1576, press@ed.gov
  • WASHINGTON - education secretary Betsy DeVos announced today the Department of education has approved state plans six runs and technical education (CTE). Hawaii, Illinois, Maine, Maryland, Massachusetts and New Hampshire are the first six states that have their plans approved CTE under the new building, both parties of the Act century (Perkins V) 21 Vocational and Technical Education, which was signed as law by President Donald J. Trump on July 31, 2018.

    "Thanks to the leadership of the President, the new career and technical education law gives local leaders the flexibility to make investments in the areas of greatest impact of local needs, "said secretary of DeVos. "We know that many high-paying jobs in demand require CTE training, but not necessarily a college degree and the associated debt. The pandemic coronavirus highlighted certainly the need for all education to be tailored to meet the unique needs each student, more agile, and programs relevant to the realities of the 21st century high-quality CTE are a critical way to help students of all ages and get the economy back up and running at full speed. "

    Perkins V Urges States to expand opportunities for all students to access educational opportunities that will put on the road to success. Each state created a plan to keep its promise to offer a choice of CTE robust for students after consultation with its key constituents representing education and labor, business and industry, and parents and community partners .

    The following are some of the noteworthy elements of each approved state plans. Additional details about each plan approved can be found on the website of the Department.

    Hawaii

  • Instrumental new criteria for size, scope and quality of its CTE programs.
  • Develop data dashboards to display the results of systemic, systematic and equity, improvements and ongoing challenges, gaps and inequalities that exist successes through its CTE programs.
  • Uses targeted funding for the design and integration of the continuum of work-based learning, guidance and counseling, and transferable skills for their CTE programs.

    Illinois

  • presents its program to prepare teachers who hold a teaching license in another content area teaching CTE including internships in industry and co-education and opportunities tutoring with a teacher experienced CTE.
  • expands its continuous improvement efforts through survey data administered to grades K-12 to include CTE-specific elements in grades 5-12.
  • initiates efforts together to provide students with greater exposure to aspects of the industry through contextualized learning with learning based on work practices and activities by organizing secondary schools, higher education institutions and employers to share specific region needs and opportunities.

    Maine

  • Offers structured but flexible training programs through the apprenticeship program in Maine designed to meet the specific needs of employers through learning in the post work and related classroom instruction.
  • Provides students eligible high school the opportunity to receive dual credits toward a high school diploma and associate- or undergraduate degree, through enrollment and successful completion of college-level courses through their aspirations Program.
  • offers students high school CTE the opportunity to earn up to 25 college credits while attending high school through its Program Early College, resulting in the opportun ity for students to complete their associate degree within 12 months after graduation from high school.

    Maryland

  • expands learning opportunities for CTE students through their learning initiative Maryland-based work.
  • Increase opportunities for CTE students to earn either a high school diploma and no cost associated degree after graduation from high school through their routes early Schools Technology College (P- TECH) initiative.
  • Focus on teacher recruitment CTE, especially in-demand career areas difficult to fill, through its Teacher Academy of Maryland.

    Massachusetts

  • Links employers and schools for work-based learning experiences and professional development activities through its initiative activities connection -. including a special focus on STEM patterns
  • expands access to a number of participating academic programs and career studies in a strong and growing industries and occupations through its High -Quality Care College and er Roads Initiative (HQCCP).
  • Requires completion practices or experiences through its Innovation pathways connecting structure of the student learning a sector of industry demand within the economy of the region and state.

    New Hampshire

  • Promotes CTE teacher recruitment through the development of an alternative program accreditation of new teachers.
  • works with its community college system to provide teacher preparation program CTE three years through certification through its educational program -. at no cost to the educator
  • Use the information used to determine the continuous alignment of program CTE occupations most in demand and employment sectors
  • Tags: Law Perkins Career and technical EducationCareer and technical Education (CTE) press releases

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