Endorsing career tech education isn’t enough, said Snap-On CEO Nicholas Pinchuk at the American Association of Community Colleges’(AACC) Workforce Development Institute. Business, government and education leaders must invest in technical education and make it a legislative priority, he said. “The goal of an education is not a degree; it’s a career.”
Technical education also continues to fight an image problem, Pinchuk said. Technical jobs, such as welding and auto mechanics, are seen as a “consolation prize” rather than as a foundation to the U.S. economy. People agree these jobs are needed, but don’t think they are good enough for their kids.
“These are jobs that other kids do,” Pinchuk said. “We have lost the respect for the dignity of work.”
Many community colleges do a good job working with local businesses, but more two-year colleges need to align curricula with jobs, Pinchuk said. Snap-On works closely with Gateway Technical College in Wisconsin, where the company has its headquarters.
The Walmart Foundation will give AACC $4.19 million to create a new job training initiative focused on middle skills, it announced at SDI.
Thank God I wasn’t college material, writes Matt Walsh.
He hated high school.
I dreaded every class, every assignment, every test, every worksheet, every mound of busywork, every shallow and forced interaction with peers I couldn’t relate to or connect with or understand; every moment, every second, every part, every inch of every aspect of my public educational experience.”
One day in detention, the teacher asked what he wanted to do with his life. He thought maybe he could be a writer. Writing was the only thing that came naturally.
That’s when she dropped the bombshell: “Well, that sounds like an amazing goal, Matt. Get those grades up and go to college for a degree in creative writing!”
. . . I have to go to college to do the one thing I’m kind of halfway good at doing? I have to finish high school and then go through FOUR MORE YEARS OF THIS? Impossible. I’m not college material. I’m not even high school material.
And I have to get a DEGREE in CREATIVITY? Wait, WHAT? Your creativity comes from your own mind and your own heart — you can’t learn how to be creative. If I can write things, and people want to read the things that I write, shouldn’t I be able to market that ability, regardless of my college experience?
Walsh never went to college. That means he didn’t “amass a gigantic debt” or “miss out on four or five years” developing his skills. He supports his family of four as a writer.
College makes sense for future doctors, lawyers, engineers and the like, Walsh writes. But it’s a scam for most students.
Something has to change. Listen to me on this one. Something HAS to change. This can’t continue. It is not a sustainable model. There are millions of kids with no assets, no plans, and no purpose, taking out enormous loans to purchase a piece of paper they’ll likely never use. It can’t go on this way.
. . . Total student debt has gone up by 275 percent in the last decade. How far will it climb, how many more kids will be thrown to the wolves, before we change direction? Since I was born, college tuition rates have gone up by 500 percent. FIVE HUNDRED PERCENT. Why do we send guys like Bernie Madoff to prison while the academic elite get away with gouging an entire generation to death?
“Don’t send your kids to college” unless they’re pursuing a career that requires a degree, he writes.
Writers can demonstrate their skills by writing. In many other fields, it’s harder to prove competence. But certifications, digital badges and such like could help young adults show what they know.
Chris Bowyer is the first person in his family not to go to college. He works for the family business, a media company. He thinks college costs too much.
Students need a choice of practical pathways, including career tech says Georgetown economist Anthony Carnevale in a New York Times interview.
Carnevale, who runs the Center on Education and the Workforce, worries the new Common Core standards will set the single-curriculum pathway in stone, despite lip service to applied learning.
In theory, the Common Core says, we just want you to be able to do a certain set of things, we don’t care how you learn it. But when I look at the assessments, basically it looks like very academic kinds of learning goals to me.
Today’s career tech isn’t a rehash of the old voc ed, which was “drummed out of the curriculum because it put all the females in home ec, and all the boys in the construction trades,” he says. Career and tech education can be integrated with high educational standards, but it “requires a different kind of teacher, a different kind of curriculum, different equipment” and funding.
C.T.E. is still the red-headed, illegitimate child at the family reunion in many ways. The path from high school to Harvard is still the one we all honor more, and that is a very academic pathway.
. . . it’s not practical to send everybody to Harvard. It is practical to send everybody to college. . . . (C.T.E.) . . . can produce higher high school graduation rates for less advantaged kids, higher math scores, more going to college.
Education Secretary Arne Duncan is now backing career tech, says Carnevale. President Obama has been talking up certificates and two-year degrees for years.
The retirement of the baby boom generation will create 32 million job openings, predicts Carnevale. Economic recovery should produce 20 million new jobs. “That’s a huge opportunity, and now’s the time when the country needs to step up and meet it.”
Collegebound students must dream the affordable dream, writes Michael Alcorn in the Arvada (Colorado) News. A music and fitness instructor, he’s the father of three children, including a daughter in 12th grade who wants to study nursing.
Me, the “life coach” parent, wants her to dream as big as the sky and the stars. . . .
Me, the “teacher” parent, really believes in education and higher education and the value of learning for learning’s sake . . .
But me, the “financial advisor” parent, looks at the average of $26,000 student loan debt for graduates, looks at one in three college graduates living in their parents’ basements, looks at 45-percent dropout rates and 40-percent graduate underemployment . . . This part of me loves the idea of two years of community college to get the general ed. out of the way, transferring all those credits to the great, local private university with the great nursing program, and finding a way to get her into life without crippling debt.
Only 20 percent of jobs require bachelor’s degrees, according to the Department of Labor, writes Alcorn. About 30 percent of adults are college graduates. “One hundred percent of high school students in any suburban school are told . . . they’re a failure if they don’t go to college.”
The three parents in his head keep arguing, but the one who says “debt be damned!” probably isn’t going to win, he concludes.
The “overeducated American” is a “myth,” states a new College Summit report. Workplace demand for college graduates is rising, according to Smart Shoppers: The End of the ‘College for All’ Debate? College graduates earn 80 percent more than high school graduates, the report estimates. Even in jobs that don’t require a degree, more-educated workers earn significantly more.
However, returns on the college investment have been exaggerated, concludes another new report, which focuses on higher education in California. The Economics of B.A. Ambivalence notes that most students take more than four years to complete a bachelor’s degree. In addition, some earn much less than others.
When the California Master Plan for Higher Education was enacted, in 1960, only 10 percent of Californians had a college degree, and the earnings gap between degree holders and non-degree holders was 35 percent. In 2010, they say, that earnings premium was 43 percent—higher than in the past, but still half the figure cited in the College Summit report. But, the researchers point out, the wage gap is higher now not because wages for college-degree holders have gone up, but because wages for people with only a high-school degree have gone down.
Graduating with burdensome debt is a higher risk, the researchers write.
College remains a good investment for the average California student and for American society. Nevertheless, it is true that more graduates now run the risk of not earning enough to make their investment in college worthwhile. This reality explains why many families of ordinary means are increasingly skeptical about paying for college.
“College is a ‘steppingstone’ to the middle class—not a ticket,” the authors warn. “It deserves the scrutiny an individual would give to any risky investment.”
They recommend better advising and more loan-repayment options.
Adults who’ve left school without a degree ask: Is College Worth It for Me? But few look at graduation and default rates when they choose a postsecondary option, reports Public Agenda. And many don’t understand that for-profit higher education will be more expensive.
While President Obama focuses on sending more young people to college, “apprenticeships and other pathways to rewarding careers are more cost-effective for millions of young people,” argue Robert Lerman, an American University economics professor, and Nicholas Wyman, founder of The Institute for Workplace Skills and Innovation, on PBS NewsHour.
Photo by Ulrich Baumgarten via Getty Images.
Two out of every five young adults are unemployed, yet employers can’t find “machinists, computer numerical controllers, electricians, welders, healthcare technicians” and other workers with “middle skills,” Lerman and Wyman write. The idea that everyone should pursue a bachelor’s degree has created a skills gap.
They see encouraging signs:
In New York City, for example, ‘P-Tech’ school, a collaboration involving IBM, the City’s Education Department and CUNY, is providing a STEM oriented, grades 9-to-14 curriculum with work-based learning that leads to a high school diploma and an associates degree. P-Tech’s aim is to turn out graduates with the skills they need to step directly into solid, good paying technical jobs–or to go on the higher learning with great confidence of success.
South Carolina is strengthening career tech, developing first-rate technical colleges and boosting apprenticeships.
In Pickens County, which is part of Appalachia, the closure of cotton mills and textile plants has depressed incomes and expectations.
Yet the county’s K-12 school system is confidently preparing young people for decent careers. It begins in grammar school where children receive hands-on experience with STEM concepts and problem solving. It continues at the district’s state-of-the-art Career & Technical Center, where vocationally-oriented high school students have access to industry-experienced teachers and to the machine tools, computers, robotic systems, and other equipment they will encounter in the most modern workplaces. School leaders and teachers have also overturned the long-standing perception of parents and students that the Career & Tech Center is for low-achievers. Entry to the Center’s ‘Technician Scholar’ program is by application only; kids with low GPAs and bad attitudes need not apply. It’s now cool to be a “Scholar Technician.”
Local employers collaborate with superintendents, sending their managers and technicians to work with teachers and mentor promising students.
Apprenticeship Carolina, a state program, helps employers start apprenticeships programs and coordinates with local technical colleges. Since its 2007 start, apprenticeships have increased six-fold in the state.
Students with different goals need different skills, Lerman argues. “High schools fail so many kids partly because educators can’t get free of the notion that all students — regardless of their career aspirations — need the same basic preparation. As states pile on academic courses, they give less attention to the arts and downplay career and technical education to make way for a double portion of math.”
“Millions of young people will never attend four-year colleges,” writes Sarah Carr in the Wilson Quarterly. “America must do more to equip them to secure good jobs and live fulfilling lives.”
“College for all” is seen as the solution to poverty, writes Carr. President Barack Obama asked every American to pledge to attend at least one year of college.
In New Orleans, the city of Carr’s book, Hope Against Hope, reformers created college-prep charter schools.
At schools that have embraced the college-for-all aspiration, career and technical education is seen as being as outdated as chalkboards and cursive handwriting. Instead, the (mostly poor and mostly minority) students are endlessly drilled and prepped in the core humanities and sciences—lessons their (mostly middle- or upper-income and mostly white) teachers hope will enable the teenagers to rack up high scores on the ACT, SAT, and Advanced Placement exams and go on to attend the four-year college of their dreams (although it’s not always clear whose dreams we’re talking about).
Idealism should be tempered with pragmatism, Carr writes. Only one-third of low-income college students earn bachelor’s degrees by their mid-20s. Drop-outs may be thousands of dollars in debt.
A 2011 Harvard report, Pathways to Prosperity, described strong demand for “middle-skill” workers with vocational certificates or associate degrees. For example, electricians average $53,030, dental hygienists $70,700 and construction managers $90,960, according to the Bureau of Labor Statistics.
“College for all” isn’t a smart state or national education policy, but can make sense as the mission of a single school, responds Michael Goldstein, founder of MATCH, a high-performing charter school in Boston.
In Boston, many traditional high schools describe themselves as college prep, but they’re sort of half-hearted about it. Few alums actually graduate from college. College rah-rah is absent. But so is career rah-rah. There is no rah-rah. I’m not sure how Carr thinks about such schools.
College is the dream of low-income black and Hispanic parents, Goldstein writes. When a large, open-admissions high school in Boston surveyed parents — mostly black or Hispanic single mothers without a degree — more than 80 percent wanted their son or daughter to go on to college.
I’m not sure I agree that educators in urban college prep charters, see career and technical education as “outdated.”
. . . I think more typically — there’s a perception that the vo-tech offerings themselves are terrible, with really bad track record of actually connecting kids to the right jobs, the air-conditioning repair jobs that Carr writes about.
Boston’s vo-tech high school is considered by far the worst public school in the city.
MATCH has considered launching a vocational charter school, then measuring how graduates do in the job market, he writes.
To keep students from running up college debt, MATCH is helping graduates enroll in community college with an explicit transfer path after two years: “Kids say: ‘I’m going to Bunker Hill College to study X, then I’ll transfer as a junior to U-Mass’.”
Community colleges have low graduation rates, Goldstein acknowledges. He fears a “peer effect” that “normalizes dropping out.”
When Work Disappears for all but the well-educated elite, what happens to society? asks Megan McArdle in The Daily Beast.
In much of the industrial world, it seems to be increasingly difficult for people to earn a decent living without a fairly elite set of skills . . .
It’s impossible to look at what’s happening to the bottom half of American society and not worry. Some of the breakdown is cultural–a fraying of the basic ties that keep people connected and cared for. Some of it is economic, the disappearance of steady employment that allows people to do the bourgeois work of planning for the future. And in some ways, those trends are reinforcing each other. A community cannot insist that its members work hard and plan for the future if there are no jobs available; the resulting erosion of work and education ethics makes unemployment worse.
Education — sending more kids to college, retraining people for new jobs –no longer seems to be the solution, she writes. College graduates are having trouble finding “solid employment.” Instead of making the workforce more productive, “we may just be forcing people to jump over a higher bar to gain access to a shrinking number of jobs.”
George Will also worries about the growing educational and economic divide.
Today, the dominant distinction defining socioeconomic class is between those with and without college degrees. Graduates earn 70 percent more than those with only high school diplomas. In 1980, the difference was just 30 percent.
Soon the crucial distinction will be between those with meaningful college degrees and those with worthless ones.
Education may not be the great equalizer, Will writes. ”Jerry Z. Muller, a Catholic University historian, argued in the March-April 2013 issue of Foreign Affairs that expanding equality of opportunity increases inequality because some people are simply better able than others to exploit opportunities. “
If you’re not a “rocket scientist,” skip college and become a plumber, advises New York City Mayor Michael Bloomberg. “It’s hard to farm that out … and it’s hard to automate that,” said the mayor. Plumbers make more than some college graduates, he added.
“College is a good investment” for most students, responded Mark Kantrowitz, a student aid specialist. “The only schools that cost $40,000 or $50,000 like the mayor said are elite schools,” he said. Students who aren’t rocket scientists typically go to less expensive colleges.