Alaska CTE Plan Executive Summary
Two forces have merged to focus attention on the need for a new, more effective Career and Technical Education system for Alaska. As a vital part of its K-12 reform efforts, the state has pledged to create world class schools that prepare graduates for careers—careers that may begin immediately after high school graduation or may require additional education and training at the postsecondary level.
At the same time, comprehensive in-state workforce development plans, for the proposed gas pipeline and the health and construction industries, have raised attention that the state cannot meet its current and future workforce demands without effectively preparing and transitioning young Alaskans from school into the world of work.
The leadership of the Departments of Education and Early Development (EED) and Labor and Workforce Development (DOLWD) recognized that addressing both the educational needs of students and the workforce needs of the state required a cooperative planning effort. The Career and Technical Education (CTE) plan is the result of this effort, and builds on the Alaska Gasline Inducement Act (AGIA) plan endorsed by the Alaska Workforce Investment Board (AWIB) in 2008 and the Alaska Education Plan adopted by the State Board of Education in 2009.
Work on the CTE plan began in January, 2010, and involved a broad cross-section of policy makers, educators, employers, state agencies, training institutions and parent representatives. EED, DOLWD and UA staff fleshed out the details of the plan strategies and timeline. The draft plan was posted for public comment via links on the EED CTE and the AWIB CTE websites. EED, DOLWD and UA staff presented the draft plan for comment at a variety of meetings and forums during spring, 2010.
This CTE plan addresses the individual need for career preparedness, the broader social need for a training and education system that is efficient, effective, coordinated and congruent with regional and state current and future workforce needs.
The plan consists of six strategies
At the level of the individual student, the CTE plan incorporates several guiding principles. It seeks to develop a CTE system for Alaskan learners that is inclusive, comprehensive and accessible.
Inclusive: The plan establishes personal learning and career plans for all students, beginning in grade 6 and extending through adulthood. The plans provide a roadmap to a student's future that allows for exploration, investigation and choice.
Comprehensive: The plan assists all students, regardless of their career plans and goals, in acquiring meeting many of the graduation outcomes identified for world class students in the Alaska Education Plan: critical thinking, problem solving, responsibility, respect for others, technology use, commitment to quality work, decision-making and ability to collaborate. These skills—often known as employability skills—are essential for success in life as well as in the work world.
Accessible: The plan addresses the need for individuals to obtain technical and professional skills specific to the career of their choice. All K-12 students should be able to access a basic level of technical skill development while still in high school through on-site instruction, distance delivered coursework or other mechanisms. However, the plan also recognizes that gaining higher skill levels may require at least temporary relocation to a central location.
At the system level, the CTE Plan strategies will require coordination, cooperation and collaboration.
Coordination: An effective CTE system requires coordination of public policy among responsible agencies to eliminate regulatory, procedural and fiscal barriers to smooth transitions between educational levels and from school to work. The CTE planning effort has engaged EED, DOLWD and the University of Alaska and other stakeholder groups in efforts to identify and seek means of strengthening this coordination.
Cooperation: The CTE system envisioned by the plan requires cooperation among education and training providers in the state including K-12 school districts, University of Alaska campuses, Regional Training Centers, Joint Apprenticeship Training Centers and other training partners. Cooperative curriculum planning and program development assures the broadest possible range of training, avoids unnecessary duplication of programs and allows the most efficient use of limited resources.
Collaborative: Providing excellent CTE programs is a collaborative effort. Although schools and training institutions have a primary role in delivering programs, the involvement of parents, local and regional employers, Alaska Native and statewide corporations, labor unions, employment counselors and a host of others is essential if these programs are to yield quality workers.
The plan recognizes the importance of involving parents and local employers in student personal learning and career planning and for gathering meaningful input from all of these groups in the evaluation of current CTE efforts and in improving current programs.
Finally, the plan examines some of the conditions that must be in place to deliver effective career training, such as highly qualified CTE teachers and faculty, reasonable and safe facilities and up-to-date equipment and materials. These must be supported by a stable and sufficient funding stream that includes local, state, federal and industry sources. Because desires will generally outstrip available funding, human and fiscal resources must be directed to the highest and best use. To help assure this, the plan calls for establishing a capital and operational funding request process that takes into account state and local economic development needs, industry standards and CTE program evaluation criteria.
The Commissioners of Education and of Labor have committed staff and resources to implementing the plan activities, as evidenced by the supporting letters attached to this plan. The Alaska Workforce Investment Board endorsed the plan in May, 2010, and resolved that AWIB "supports the Alaska CTE plan and the cooperative efforts of the Departments of Education and Early Development and of Labor and Workforce Development to implement the strategies contained in the plan".[1]
As a first step in translating the plan into reality, the two departments together with the University of Alaska have developed a detailed implementation timeline through FY2012. The plan and timeline will be revisited and updated as results of plan activities are evaluated and conditions change.
[1] Alaska Workforce Investment Board, Resolution Number 10-03, Resolution in Support of the Alaska Career and Technical Education (CTE) Plan, May 3, 2010
Download or read the entire CTE Plan here.
Two forces have merged to focus attention on the need for a new, more effective Career and Technical Education system for Alaska. As a vital part of its K-12 reform efforts, the state has pledged to create world class schools that prepare graduates for careers—careers that may begin immediately after high school graduation or may require additional education and training at the postsecondary level.
At the same time, comprehensive in-state workforce development plans, for the proposed gas pipeline and the health and construction industries, have raised attention that the state cannot meet its current and future workforce demands without effectively preparing and transitioning young Alaskans from school into the world of work.
The leadership of the Departments of Education and Early Development (EED) and Labor and Workforce Development (DOLWD) recognized that addressing both the educational needs of students and the workforce needs of the state required a cooperative planning effort. The Career and Technical Education (CTE) plan is the result of this effort, and builds on the Alaska Gasline Inducement Act (AGIA) plan endorsed by the Alaska Workforce Investment Board (AWIB) in 2008 and the Alaska Education Plan adopted by the State Board of Education in 2009.
Work on the CTE plan began in January, 2010, and involved a broad cross-section of policy makers, educators, employers, state agencies, training institutions and parent representatives. EED, DOLWD and UA staff fleshed out the details of the plan strategies and timeline. The draft plan was posted for public comment via links on the EED CTE and the AWIB CTE websites. EED, DOLWD and UA staff presented the draft plan for comment at a variety of meetings and forums during spring, 2010.
This CTE plan addresses the individual need for career preparedness, the broader social need for a training and education system that is efficient, effective, coordinated and congruent with regional and state current and future workforce needs.
The plan consists of six strategies
- Strategy 1.0: Make transitions planned and accountable for both successful student progress and systemic cooperation.
- Strategy 2.0: Align curricula at all training institutions to meet current industry standards – including academic, professional, and technical skills - from elementary through apprenticeship, postsecondary and professional development levels.
- Strategy 3.0: Identify and promote career and technical education delivery models that ensure that all Alaskans have the opportunity to attain knowledge and skills needed for further training and careers.
- Strategy 4.0: Locate, support, and retain high quality CTE teachers and faculty.
- Strategy 5.0: Maximize the use of public facilities for training.
- Strategy 6.0: Establish and maintain sustainable funding mechanisms for a successful CTE system for youth and adults.
At the level of the individual student, the CTE plan incorporates several guiding principles. It seeks to develop a CTE system for Alaskan learners that is inclusive, comprehensive and accessible.
Inclusive: The plan establishes personal learning and career plans for all students, beginning in grade 6 and extending through adulthood. The plans provide a roadmap to a student's future that allows for exploration, investigation and choice.
Comprehensive: The plan assists all students, regardless of their career plans and goals, in acquiring meeting many of the graduation outcomes identified for world class students in the Alaska Education Plan: critical thinking, problem solving, responsibility, respect for others, technology use, commitment to quality work, decision-making and ability to collaborate. These skills—often known as employability skills—are essential for success in life as well as in the work world.
Accessible: The plan addresses the need for individuals to obtain technical and professional skills specific to the career of their choice. All K-12 students should be able to access a basic level of technical skill development while still in high school through on-site instruction, distance delivered coursework or other mechanisms. However, the plan also recognizes that gaining higher skill levels may require at least temporary relocation to a central location.
At the system level, the CTE Plan strategies will require coordination, cooperation and collaboration.
Coordination: An effective CTE system requires coordination of public policy among responsible agencies to eliminate regulatory, procedural and fiscal barriers to smooth transitions between educational levels and from school to work. The CTE planning effort has engaged EED, DOLWD and the University of Alaska and other stakeholder groups in efforts to identify and seek means of strengthening this coordination.
Cooperation: The CTE system envisioned by the plan requires cooperation among education and training providers in the state including K-12 school districts, University of Alaska campuses, Regional Training Centers, Joint Apprenticeship Training Centers and other training partners. Cooperative curriculum planning and program development assures the broadest possible range of training, avoids unnecessary duplication of programs and allows the most efficient use of limited resources.
Collaborative: Providing excellent CTE programs is a collaborative effort. Although schools and training institutions have a primary role in delivering programs, the involvement of parents, local and regional employers, Alaska Native and statewide corporations, labor unions, employment counselors and a host of others is essential if these programs are to yield quality workers.
The plan recognizes the importance of involving parents and local employers in student personal learning and career planning and for gathering meaningful input from all of these groups in the evaluation of current CTE efforts and in improving current programs.
Finally, the plan examines some of the conditions that must be in place to deliver effective career training, such as highly qualified CTE teachers and faculty, reasonable and safe facilities and up-to-date equipment and materials. These must be supported by a stable and sufficient funding stream that includes local, state, federal and industry sources. Because desires will generally outstrip available funding, human and fiscal resources must be directed to the highest and best use. To help assure this, the plan calls for establishing a capital and operational funding request process that takes into account state and local economic development needs, industry standards and CTE program evaluation criteria.
The Commissioners of Education and of Labor have committed staff and resources to implementing the plan activities, as evidenced by the supporting letters attached to this plan. The Alaska Workforce Investment Board endorsed the plan in May, 2010, and resolved that AWIB "supports the Alaska CTE plan and the cooperative efforts of the Departments of Education and Early Development and of Labor and Workforce Development to implement the strategies contained in the plan".[1]
As a first step in translating the plan into reality, the two departments together with the University of Alaska have developed a detailed implementation timeline through FY2012. The plan and timeline will be revisited and updated as results of plan activities are evaluated and conditions change.
[1] Alaska Workforce Investment Board, Resolution Number 10-03, Resolution in Support of the Alaska Career and Technical Education (CTE) Plan, May 3, 2010
Download or read the entire CTE Plan here.