What does Career and College Readiness mean?

Too often, the implied or inferred meaning is that a student is ready for college—with the assumption that college will then prepare the student for a career. Others view being "college ready" and "career ready" as synonymous, believing if a student is prepared for college, then he or she is also prepared to enter the workforce. The Association of Career and Technical Education (ACTE) challenges common perceptions with their definitions. 

Career Ready: Being "career ready" requires having proficiency in the following three major skill areas: 

1. Fundamental academic skills and the ability to apply those skills to concrete situations

2. Employability skills that are essential in any career

3. Job-specific skills related to a specific career pathway

College Ready: ACTE defines "college ready" as having the fundamental academic skills needed to enter postsecondary education without remediation. 

The ultimate intent of ​The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) is to provide "individuals with opportunities throughout their lifetime to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive." Sec.2. Purpose.(7)

CTE and work-based learning (WBL) experiences help students gain academic skills, job-specific skills, and employability skills. However, to be competitive in the 21st century workplace, most students will require additional education or training after graduating from high school.

School counselors are responsible for helping students navigate high school and develop four-year plans for earning a diploma.  A CTE program of study, however, extends beyond four years of high school to include some type of postsecondary education or training, as well as ongoing continuing education or skill development. 

The Texas Essential Knowledge and Skills (TEKS) for Career Preparation I and II and nearly every practicum course require students to identify employment opportunities in their career field and determine continuing education opportunities that enhance career advancement. 

Teacher-coordinators can make this learning experience truly meaningful by encouraging students to create a realistic career development plan that extends beyond high school graduation.

Help Students Evaluate Opportunities

Helping students identify and evaluate opportunities beyond high school is an important role for career and technical education (CTE) teachers. The most common post-secondary opportunities for pursuing a career are

• two-year community college;

• four-year college or university;

• technical training institution;

• apprenticeships;

• military service;

• volunteer service; and

• employment.

As part of learning about "all aspects of an industry," students should be able to identify multiple routes for obtaining the education and training required to progress in their chosen field. Help students understand that post-secondary opportunities are not mutually exclusive. In some cases, one opportunity may be a stepping stone to the next opportunity. The most direct route is not always the most feasible or desirable.

Two-Year Community Colleges

Local community colleges are frequently a good option for students looking for an economical education close to home.  In Texas, the focus of most community colleges is to provide technical, vocational, and workforce development programs that support local business and industry labor needs. For some occupations, a certificate or associate's degree may be all that is needed to embark on a rewarding career.

School counselors should be able to provide resources for helping students apply to local community colleges and universities.  CTE teachers should be familiar with community college programs that align with the courses they teach.

Two-year colleges can also be a good starting place for students seeking a more advanced degree. For these students, be sure to have them investigate which courses are needed to transfer to a four-year college or university.

Four-Year College or University

Students who wish to pursue an occupation that requires a bachelor’s degree or higher may need guidance on how to evaluate a college or university, apply for admission, and apply for financial assistance and scholarships.

Again, school counselors should have ample resources for assisting students with these activities.

The role of the WBL instructor is to help students learn how to evaluate which schools are best suited to prepare them for their chosen career.  Have students investigate and compare colleges and universities offering degrees in their field of study.

Technical Training Colleges and Institutions

Texas State Technical College is a state-supported system of two-year technical colleges with a legislative mandate to focus on highly specialized, advanced, and emerging technical and vocational areas leading to certificates or associate degrees.

There are also hundreds of for-profit colleges and institutions which offer vocational, career, or technical programs.  Many advertise that they can help students earn credentials for high-demand, high-paying jobs quickly.  Some of these institutions provide accredited training programs.  Many do not.

As a WBL instructor, you can help students evaluate prospective training schools by having them check with the Better Business Bureau and research the school's accreditation and reputation online.

Apprenticeships

Apprenticeships are a tried-and-true job training strategy that offers a reliable path to well-paying jobs, with no debt.

As discussed in Section 1, a Registered Apprenticeship combines paid on-the-job training under the supervision of experienced journey workers with related classroom instruction. 

Apprenticeships usually last for 3-5 years depending on the industry.  At the end of the apprenticeship, the apprentice graduates from the program with journeyman credentials certifying their marketable skills.

As a WBL instructor, help students research careers with prospective apprenticeships.

Military Service

Military service provides students an opportunity to earn while they learn after graduating from high school.  The U.S. Armed Forces offer educational benefits to members serving on active duty and afterward.

As a WBL instructor, create opportunities for students considering military service to explore the official websites.

Volunteer and Community Service

National and international community service programs such as the Peace Corps and AmeriCorps are ways individuals can gain valuable work experience while serving others.  Peace Corps assignments are all overseas and AmeriCorps members serve only in the U.S. 

Students can also find numerous volunteer opportunities close to home where they can build on the knowledge and skills they obtained in high school.

Peace Corps volunteers serve for two years, while a stint in AmeriCorps usually lasts 10 months to one year.  Both programs provide monthly allowances for living expenses and offer educational benefits and forgiveness of student loans.

Employment

Starting work after high school is a valid career development strategy.  Many students work at least part-time after high school to help pay for their post-secondary education.  High school graduates who successfully complete a coherent sequence of career and technical education courses and earn at least one endorsement will be prepared for an entry-level position in their area of concentration.

WBL instructors should have a good knowledge of their community's major local businesses.

In discussing post-secondary opportunities, help students research employee benefit programs offered by prospective employers.  Some employers pay their employees' tuition and fees to continue their education.  Others have strong on-the-job training, professional development, and mentorship programs to help their employees advance.  A few even have corporate universities or apprenticeship programs to provide employees with job-specific and company-specific training.

Professional Licensure and Certification Research

Include researching professional licensure and certification requirements for a chosen career or current job as part of each student’s career research activities.

Professional Licensures: In the United States, professional licenses are usually issued by state agencies for the purpose of protecting the health and well-being of state residents.  For example, the Texas Department of State Health Services sets standards and issues licenses for occupations related to health, ranging from asbestos workers and bedding importers to speech-language pathologists and marriage counselors. 

Professional Certifications: Typically, professional certifications are issued by professional associations, universities, or private certifiers interested in raising or maintaining standards for a specific occupation.  Some certifications are awarded for life while others must be renewed periodically.  For renewals, it is common that individuals must show evidence of completing continuing professional education.  In Texas, teaching is an example of a profession that requires ongoing professional development to maintain valid credentials. 

Many professions have professional certifications even though no license is required to practice the profession.  In these cases, the certification is a credential to demonstrate an individual's level of competency.  For example, human resources professionals can be certified as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR) by the HR Certification Institute to demonstrate their level of competency in HR.  Project managers can earn a Project Management Professional (PMP) certification from the Project Management Institute to demonstrate their competency in leading and managing projects.

Personal Career Road Maps

Research shows that having meaningful goals is a key motivator to personal and professional success.  Work-based learning provides an excellent opportunity for teachers to help students develop the habit of setting goals and creating realistic plans to achieve them.  An important goal setting activity is to have students develop a personal career road map for their career path beyond high school. 

Explore Money Management

Many students enrolled in Career Preparation I or paid practicum courses will receive their first real paycheck as part of their WBL experience.  Once again, the teacher is in a position to guide students in obtaining critical life skills.  Learning to manage money takes more than a one-hour presentation.  It is a skill that is better taught through applied learning over time.  Many Texas high schools offer financial literacy courses.  Paid WBL experiences can help students connect what they learn to real life.

For some students, getting their first paycheck is an eye-opening experience.  The U.S. Federal Reserve offers a curriculum for educating students about personal finances.  It's Your Paycheck! can be adapted for use in WBL classrooms.  Lesson 2 introduces students to paychecks, W-4, and W-2 forms.

Another eye-opening activity to help students plan for life beyond high school is Texas RealityCheck, an online tool developed by the Labor Market and Career Information (LMCI) division of the Texas Workforce Commission.  Texas RealityCheck helps the user calculate how much they need to earn to cover their monthly living expenses and other "stuff."

Update Career Portfolios

At the beginning of most WBL experiences, students develop resumes as part of their job search.

Teach students the importance of career portfolios and how to create one.  By the end of the course, students should have a complete and up-to-date career portfolio to use in future job searches after high school.

Job and Career Fairs

Armed with an updated career portfolio and ready for graduation, students are ready to begin searching for employment beyond a WBL experience.

Create activities that include preparing for and attending career fairs on campus and community job fairs in your region.  Provide contact information for the local chamber of commerce, workforce development board, and Career and Technical Student Organizations (CTSOs).  Encourage students to research the various opportunities and then update their career roadmap with specific goals for the fairs.

Many school districts host career fairs on campus to enable students to explore a variety of career options.  Campus career fairs provide a good place for students to talk with representatives from various businesses and industries in a fun, non-threatening environment.

Participating in a community job fair is one-way students can test their interviewing and presentation skills on a wide range of prospective employers.  Community job and career fairs are often sponsored by local chambers of commerce, industry groups, or workforce development boards.  Attending a job fair may seem more intimidating to students because they feel they are competing with older more experienced adults.  However, this is where career preparation and practicum students actually have an advantage for entry-level positions.  Many of the other individuals do not have the knowledge and skills gained from an authentic WBL experience.