CTE Curriculum Development

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nIntroduction

nCareer and technical education programs are intended to assist learners gain both key workplace skills and academic knowledge. This enables them to transit into postsecondary education or pursue employment they desire. Therefore, youth leave schools with relevant foundations and skills that are important for successful job operations. In addition, CTE programs help students in United States to have competitive knowledge and skills throughout the world (Wang, & King, 2009). Carl Perkins Act of 2006 is essential as it promote development of activities and services that integrate challenging academic courses that equip learners with relevant academic knowledge and employability skills. In addition, individuals with adequate skills and education have higher living standards because CTE programs help to develop technical and occupational skills (Wang, & King, 2009). These enables in greater success in labour market.

nThe Perkins Act has enabled federal government to successfully implement CTE programs in school districts (Martinez Jr, 2007). CTE programs are shaped by core principles such as alignment, collaboration, accountability and innovation. Moreover, the core values of CTE programs include accessibility, accountability, learning, equity, usefulness and learning (Martinez Jr, 2007). These principles ensure that CTE programs are open to all students and that they are provided comprehensively.

nCTE Programs implemented in a school district

nOver the last 10 years, CTE programs have been implemented in district schools that enable students in transition from high school to postsecondary and gain employment (Wang, & King, 2009). CTE offer more than 40 programs that are organised within twelve district industries. Some of the programs that are implemented by district schools include agricultural sciences, marketing and technology, science and technology, business management, engineering and mathematics, manufacturing and constructions, and transportation. All these programs prepare students with a college-prep education and real life skills. This enables the learner to graduate from higher school with more than a school diploma. For instance, CTE programs in agriculture clusters provide the learner on how agriculture can be utilised as a business (Wang, & King, 2009). In addition, it teaches how agricultural knowledge is related to engineering, medicine and technology. This helps the learner to be successful in various careers.

nSuccessfully Implemented School District Program

nCTE programs in business and finance cluster assist the students to study finance and business in schools district. Hence, it gives a head start on their career planning as well as teaches them how to run a successful business (Wang, & King, 2009). This program offer courses such as bookkeeping, penmanship, keyboarding and shorthand. It also teaches topics such as entrepreneurship, insurance, banking, accounting, financial planning and accounting. The program also organises competitions across the nation where the students compete in Annual National Youth Entrepreneurship Challenge. In addition, business and finance students compete in Network for Teaching Entrepreneurship (NFTE) annual Business Plan competitions (Wang, & King, 2009). Furthermore, CTE program facilitate business and finance students to join Business Professional of America. These help them to compete for scholarship dollars.

nThe program offers accounting that has been crucial course in enabling students to learn core values in maintaining the business records and money management as well as preparing financial statements. Entrepreneurship program helps students to manage business and innovating new business strategies (Wang, & King, 2009). Further, a student in finance program is equipped with skills about financial services industry. In addition, he/she is able to study principles in economics, banking and credit practices and finance careers.

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nReferences

nMartinez Jr, R. L. (2007). An evolving set of values-based principles for career and technical education. Journal of Career and Technical Education, Vol. 23, No. 1,72

nWang, V. C., & King, K. P. (2009). Building workforce competencies in career and technical education. IAP.