Career Technical Education

Adopt the Paper Work-Based Learning in California Community Colleges

21.0           Whereas, Resolution 13.05 S18 directed the Academic Senate for California Community Colleges to “develop a paper that clearly explains and differentiates Career and Technical Education, Cooperative Work Experience, internship, and apprenticeship programs, including their regulations, funding models, and overall guiding principles, and bring the paper to the Spring 2019 Plenary Session for approval”;

Career Technical Education Apprenticeship Programs

Whereas, The Board of Governors approved the Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy Report and Recommendations,[1] including Recommendation 14.f., which states that the California Community College system should “Convene representative apprenticeship teaching faculty, labor organizations, and other stakeholders to review the appropriateness of minimum qualifications for apprenticeship instructors”;

Support for Career Technical Education Programs

Whereas, The Board of Governors approved the Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy Report and Recommendations,[1] including Recommendation 20.b., which states that the California Community College system should “Provide support for [Career Technical Education] CTE programs including internships, guest lecturers, employment, equipment and facilities support, and participation on advisory boards”;

Career Technical Education Professional Development for Faculty Internships and Mentoring

Whereas, The Board of Governors approved the Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy Report and Recommendations,[1] including Recommendation 13.d., which states that the California Community College system should “Establish a mentorship model that delineates pathways for industry professionals to intern at colleges to gain teaching skills, knowledge, and experience while pursuing an associate degree or the equivalent”;

Institute for Counseling Faculty Focused on Career Technical Education

Whereas, The Board of Governors approved the Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy Report and Recommendations,[1] including Recommendation 1.e., which states that the California Community College System should “Enhance capacity of counselors to provide [Career Technical Education] CTE-related program counseling through professional development and the sharing of best practices such as designating counselors as CTE specific or designating liaisons to CTE programs”;

Faculty Participation in Career Technical Education Regional Consortia Governance

Whereas, As a condition for receiving funding from the Strong Workforce Program, as defined in Education Code §§88820-88826, regional consortia must develop plans that enact the requirements of the Strong Workforce Program, including the establishment of governance models;

Whereas, The role of faculty in governance is an academic and professional matter under the purview of local senates, and thus local senates must be centrally involved in identifying faculty to serve on regional consortia governance bodies;

Explore the Transcription of Low-unit Career Technical Education Certificates

Whereas, Many career technical education (CTE) certificates consisting of 18 or more units may take two to three years for students to complete, a significant delay to students’ entry into the workforce;

Whereas, Many certificates can be modularized into meaningful subsequences of courses that have both a focused set of learning objectives and are connected to desired skill sets; and

Career Technical Education (CTE) -- Effective Practices

Whereas, The Senate’s adopted 2002 paper Toward A Perspective On Workforce Preparation and Economic Development provides an overview of career technical education (CTE) in California and makes recommendations for CTE, but it does not provide guidance about how to implement them; and

Whereas, Resolution 21.01 S10, “Career Technical Faculty Participation,” called for strategies to ensure CTE faculty participation in local governance and increase awareness of CTE issues in local representation;

Setting Accountability Targets for Perkins IV

Whereas, Perkins IV has new requirements that are to be implemented in 2008, and these new requirements change how programs will qualify for funding;

Whereas, Program review and development, curriculum, and student success are under local academic senate purview, and the Perkins IV accountability measures on student success impact these; and

Whereas, At some colleges the administrators are setting the accountability targets to qualify for Perkins funding without conversations with their occupational faculty;

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