![]() Another sign of student interest and engagement is that 30 percent of the Philadelphia CTE students earned a 3.0 or higher grade point average (GPA), while only 19.8 percent of non-CTE students earn a B-average or better. For example, the attendance rate for school-to-career students in one Philadelphia school district was 87.5 percent (10 percent higher that other students) indicating that students are interested in or value these classes enough to be there. School-to-career courses at the high school level have additional benefits that promote positive outcomes for students who enroll - namely higher attendance rates and achievement. For example in the northwest where aeronautics is a major industry one community opened an Aviation High School. In some areas of the country, CTE programs at both the secondary and community college levels are being developed to fill the needs of local industries and businesses. Rather, it’s likely to be an automotive repair business where students learn technical computer skills, how to problem solve, how to estimate time and costs for repairs, and how to repair problems. ![]() Today’s CTE students are more likely to be in a class that is a student-run business, not just an auto shop. However, the laws that created current programs require career and technical education - or CTE - programs to produce students who can compete in higher education settings, who will be ready to meet challenges as competent adults in any occupation they choose, and who will power a workforce that participates in a global economy. ![]() In the past, vocational education was frequently seen as a placement for the students who could not make the grade in academic courses. The major difference in today’s school-to-career classes is that students are taught core academic skills, such as math, science, and English, at the same time that they’re learning the specific skills needed in their chosen career area. ![]() Girls are not limited to making aprons in sewing classes, and boys are not making pig-shaped cutting boards in woodworking shop. The Work-Based Learning Resource Page has downloadable sample forms and promotional infographics to help document and advertise your work-based learning opportunities.įor specific course code information on WBL opportunities in career pathways, please refer to the Program of Studies.This is not your parents’ vocational education. In addition, the manual includes an overview of legal issues and structural guidance for implementing work-based learning at a school level. The Work-Based Learning Manual is a collaborative effort to provide all stakeholders with information on various types of work-based learning such as job shadowing, mentoring, service learning, entrepreneurship programs, school-based enterprises, internship, cooperative education and youth-apprenticeship opportunities. The final version of the manual will be published upon the effective date of 705 KAR 4:041 , March 7, 2023. This version of the Work-Based Learning Manual is a DRAFT. Click the image to go to the Work-Based Learning Manual
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