Addressing the Middle-Skills Gap by Redesigning Delaware's Business Career and Technical Education Programs

Autor/in	Wilson, Lisa M.
Titel	Addressing the Middle-Skills Gap by Redesigning Delaware's Business Career and Technical Education Programs
Quelle	(2018), (128 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Delaware
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-3221-0
Schlagwörter	Hochschulschrift; Dissertation; Vocational Education; Secondary Education; Declining Enrollment; Educational Change; Business Education; Stakeholders; Labor Needs; Delaware + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Sekundarbereich; Bildungsreform; Wirtschaftserziehung; Wirtschaftspädagogik; Labour needs; Arbeitskräftebedarf
Abstract	Career and Technical Education (CTE) is good for business. Studies show that collaboration between employers and educators results in a return on investment for the employers. The employer-student engagement can contribute to higher wages for students who successfully graduate. These partnerships also result in a dramatic increase in technical knowledge, networking ability, and employability skills (Mann & Percy, 2013). However, Delaware, like many states, is having difficulty creating student-employer partnerships in its high schools. Unemployment rates for Delaware's young adults continue to be high, and a middle-skills gap exists in the talent pipeline. This executive position paper examines key stakeholder perspectives regarding the declining enrollment in Delaware secondary business, finance, and marketing programs; identifies anomalies; and recommends a redesigned program of study intended to increase enrollment. The researcher explored the premise that young adults represent an untapped resource that can help diminish the size of the middle-skills gap. An examination of labor market information reveals the types and locations of jobs projected to be available by 2026. Consideration was given to the evolution of vocational education in relation to the current CTE programs seen in classrooms today. This portion of the study, along with the survey of students and interviews of teachers and other key stakeholders, provides a platform on which to build recommendations. The recommendations focuses on four key areas: (a) a mind-set change for key stakeholders--the Delaware Department of Education, administrators and teachers, students and parents, and higher education partners; (b) a collaborative program design which includes key stakeholders, a vetted program development framework, financial support for new program implementation, and cross program opportunities; (c) early college and work experience; and (d) marketing strategies to ensure that the students who will benefit the most have access to the information necessary to gain exposure to the programs. All these recommendations have the potential to attract students and increase the enrollment in secondary CTE business programs. This study clearly reveals a need exists for people with skills in business, finance, and marketing to fill middle- and high-skill jobs in Delaware. The challenge is to develop programming that will attract students and allow employers to participate in the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01