Current legislative bills that have impacted development CTE program

nWorkforce Innovation and Opportunity act (WIOA)

nCongress has reauthorized workforce development legislation known as Workforce Innovation and Opportunity act (WIOA). This is a bipartisan, bicameral law that promote the nations workforce development system. It helps to improve the efficiency in education and develop workforce opportunities. This legislation affects the current CTE because the act alters the one-stop infrastructure funding. In addition, it has affected local and state Perkins capacity of recipients to manage efficiently CTE activities and programs.

nOne-Stop infrastructure funding

nCurrently, WIA does not provide Operational costs of one-stop centres. WIOA proposes to provide the same terms and conditions for these centres. However, under the new proposal local Workforce Development Boards, which is currently known as local workforce investment board are required to come to a MOU on funding of infrastructure, shared cost under ways in which partners would provide services under the new process. However, in case such agreements are not reached, there would be a funding mechanism where each one-stop partner is required to contribute at most 1.5% of the entire grants allocated for administrative.

nA state agency would be responsible for Perkins and should design plans on how postsecondary CTE programs obtaining funds from Perkins should contribute to the one-stop center. In addition, these postsecondary CTE programs would be required to collaborate in the WIOA one-stop system.

nWIOA proposes to abolish “sequence of services” in WIA. Currently individuals are required to follow a prescribed procedure of core services prior to access of relevant training. WIOA consolidates these to “career services” which helps the evaluation of special needs of persons seeking to access the programs. Under the proposed legislation, the 15 existing legislations would be consolidated.

nWIOA proposes to reduce size of local and state workforce development boards intended to increase performance. It also empowers the local workforce development boards to contract directly with colleges. These contracted programs are designed to improve implementation of training programs hence facilitating easier address of emerging labour demands.

nWIOA also introduces the accountability sections in the current law such as Common Performance Metrics for programs under the act. In addition, the legislation proposes to prioritize industry-recognised certifications and career pathways. The legislation integrates new statutory definitions into CTE programs of study (POS) framework. This would accompaniment robust aspects of the POS structure in reauthorized Perkins Act.

nHow recent legislation is currently impacting CTE programs in your state

nArizona legislature have passed legislations that impacts the programs of CTE. The SB1447 has made significant changes concerning CTE students funding in the state. This bill changed the funding formula that ensures equality of between charter school students and other public students. Furthermore, the legislation provided for inclusion of Joint Technical Education District to the accountability system of the students. Under HB22265, community colleges are allocated funds planned for STEM. These funds are intended to improve the teaching, learning facilities and technology equipment and services. In addition, the legislation passed SB1449 that stipulate that the State board should add personal finances to standards of social studies in the state. Besides, the legislation permits all districts to create new courses and new content into the current courses. Further, students are allowed to pursue courses in Automotive Technologies, Administrative Services and Business management.

nHistory of and the Perkins Act and the relevance to current CTE programs

nVocational Education Act was signed into law in 1963. It provided for an increase in federal support for vocational education schools. In addition, it also provided funding of vocational work-study research and programs, training on vocational education. However, in 1984, this act was renamed to Carl D. Perkins Vocational Educational Act. The legislation provided for programs stressing for the acquisition of job skills via technical and vocational education. Moreover, the act provided for easier access to vocational programs to special populations such as people with disabilities. In 1990, the act was amended to allow for Tech-Prep programs. This was intended to coordinate postsecondary and secondary vocational education activities into a comprehensive sequence of courses. Besides, the act provided for 25 % of funds for state programs and stipulates that not less than 75 % of funds should be provided to local recipients. In 1998, the act was revised to increase the funds from 75 % to 85 % that are distributed to local levels. In 2006, Perkins (Perkins IV) renamed the act to refer to CTE instead of vocational and technical education. Further, the act improved the levels of accountability through establishment of separate core indicators of secondary and postsecondary performance levels.

nImpact of federal legislation policies on federal funding

nFederal legislations have greater impacts on the funding of CTE programs. The main funding source of CTE programs is provided for in Perkins IV. In 2004, federal funds contributed 5 per cent of CTE expenditure. Under the Perkins IV, CTE programs must ensure efficient accountability systems. The act provides separate core indicators of performance for postsecondary and secondary levels. This act also requires the grantees to implement and develop an improvement plan as well as limiting fiduciary sanctions. Moreover, Perkins IV allows eligible agencies to consolidate their funding under Tech-prep programs into Basic State Grants programs. In addition, under Carl D. Perkins of 2006, postsecondary and secondary entities must provide at least one approved CTE program. This program should lead to proficiency of technical skills, recognized industry certificate, credentials or a degree. The district must meet all the requirements set under the Perkins act in order to be considered eligible. Under title I of Perkins IV, the congress allocates more than $1.2 billion for states grant. Under title II, the congress allocates Tech-Prep grants. In both titles, the federal legislation uses a funding formula. Tech Prep is used to provide grants to consortia of postsecondary and secondary partners which improves articulated pathways

nActions that improve sustainability of CTE programs

nWhen the Congress is passing legislations, it should get information from CTE stakeholders. Therefore, federal and state government should set up a system where all the stakeholders can air their opinions and receive feedback. In addition, the policy makers should design an Oversight authority that ensures proper utilisation of funds in secondary and postsecondary institutions to enhance accountability.