CAREER AND TECHNICAL EDUCATION FOR THE 21st CENTURY

WHEREAS, the demands of the knowledge-based global economy of the 21st century cannot be denied.  Young people entering today’s labor market are competing for jobs with peers around the world.  Fierce competition has led to companies moving many low-skill and some high-skill jobs to lower-cost nations.  Education and skills are key to a secure future in the United States economy.  Yet many young people and students from low-income families and in America (particularly students of color) do not have access to viable career options because they do not have the requisite skills or knowledge to take advantage of the job opportunities that do exist: and

WHEREAS, there is no single path that guarantees students will receive the quality education that helps students acquire knowledge and skills necessary to secure high-paying jobs and steady employment; and

WHEREAS, currently many of the career and technical education programs offered in our schools do not give students the rigorous academic foundation necessary to successfully enter postsecondary education and training; and

WHEREAS, well-designed, well-implemented career and technical education programs significantly increase the academic rigor and relevance of the high school curriculum and expand what students can do with their futures; and

WHEREAS, K-16 education, business and government leaders must work together to assure that the necessary change takes place:

RESOLVED, that the American Federation of Teachers:

·         support career and technical education programs that are grounded in rigorous academic standards and driven by assessments that lead to industry recognized credentials; and

·         insist upon professional development opportunities for career and technical education teachers who need additional training to meet these new demands, which should include  opportunities for workplace visits and joint curriculum development with academic teachers to enhance the integration of academic and career and technical education; and

·         encourage schools to expose students early and often to a variety of career options and understand the requisite skills demanded of the jobs in those career ladders; and

·         work to assure that reauthorization of the federal Carl D. Perkins Vocational and Technical Education Act and its subsequent regulations reflect the need for educators to be included in all levels of decision making and that there be coordination between K-12 and higher education systems on issues including curriculum development and professional development; and

·         continue its active participation with the Partnership for 21st Century Schools and assist them in implementing 21st century content (global awareness, civic engagement and business, financial and economic literacy) and work with states to assess and integrate these into core subject areas. [Executive Council, January 2006]