#THE PROBLEMS WITH LEARNING ON THE JOB CTE PROFESSIONAL#
Skilled technical jobs are found across a range of industries whose skill demands have increased or have become specialized due to technological advances and improved processes health care, advanced manufacturing, transportation and logistics, retail, and professional services are all affected (National Academies of Sciences, Engineering and Medicine, 2017). Skilled technical work occupies the space between low-paid service occupations and professional occupations, where jobs require a high level of knowledge in a job-specific and/or technical domain (Rothwell, 2015). In particular, emerging forms of skilled technical work, including skilled blue-collar and skilled service jobs, have provided good opportunities for individuals in this educational space. New middle-skill jobs and innovations in training aligned to labor market demands have improved job prospects for workers who have some postsecondary education, but no bachelor's degree (Carnevale et al., 2018).
Examples include the traditional blue-collar factory worker whose job stability has eroded in the postindustrial economy, and the white-collar clerical worker whose job stability has eroded in the digital information age (Carnevale et al., 2016).ĭespite setbacks in traditional pathways to the middle class, new pathways are emerging. Previous pathways to the middle class that featured low barriers to entry have been disrupted. The increasing pace of innovation, automation, and globalization influences the nature of work, and employers demand a more highly educated and skilled workforce for even entry level jobs.
However, the type of skills required for jobs that enable individuals to reach and maintain middle-class status are ever evolving. Efforts to reduce inequalities often focus on workforce development, instilling in-demand skills in workers as part of an effort to improve access to good jobs 1 to help individuals move up into the middle class. Skills and employment are inherently linked, affecting the economic well-being of individuals and the economy at large (Kirsch & Braun, 2016). Key challenges and priorities for future research are discussed. Our aim is to build a research framework for CTE that is grounded in a normative path through CTE: getting in (preparation and recruitment), getting through (retention and skill acquisition), getting out (completion and initial hire), and getting on (career progression). The second part provides operational definitions and typologies to facilitate future research. The first part of this report provides an overview of the current state of CTE in the United States, as well as the state of CTE research, and presents an argument for a broader definition of CTE that incorporates workforce development through postsecondary institutions. educational landscape is evolving more rapidly, encompassing a broader range of education, and practices are changing ahead of research. Given recent changes in middle skills jobs, the education landscape, and federal policy priorities, the role of CTE in the U.S. Workforce development and career and technical education (CTE) have long provided reliable pathways to middle skill jobs and a gateway to the middle class.
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