ALL ASPECTS OF THE INDUSTRY
Whenever possible, workplace experiences learning opportunities for students should include instruction and experience in all aspects of the industry being explored. This is important to ensure that career and technical education teaches more than the skills needed for specific entry-level jobs. The following knowledge and skills are important components of studying all aspects of the industry:
- Technical and production skills
- Underlying principles of technology
- Labor issues
- Community issues
- Health, safety, and environmental issues
- Personal Work Habits
Education and Training Experience
Students interested in pursuing careers in the education field are assigned various levels of experience ranging from early childhood to high school in which they fully participate in teaching and related work. Must be conducted in partnership with course work and supervised by the education and training instructor.
Individual youth entrepreneurship provides an opportunity for a student to establish a business from the initial startup phase through full operation while receiving guidance from a teacher at the school. This activity is considered a paid experience because the student who actually starts a business will be receiving income from the sale of a product or providing a service. Students assume the risks of creating the entrepreneurial venture in expectation of gaining a profit or further knowledge and skills necessary for success as an entrepreneur. Entrepreneurship may be undertaken on or off the school site, but should be part of the school’s course work in order to be considered for academic credit.
A periodic transfer through a wide variety of positions and tasks requiring different skills and responsibilities.
A career exploration activity for late middle school or early high school where the student follows the employee at a firm for one or more days to learn about an occupation or industry.
Industry Recognized Credential (IRC)
An industry recognized credential certifies the holder has demonstrated mastery of a core set of content and performance standards related to a specific occupational cluster.
Nebraska Career Education Model
Career education in Nebraska follows a state model for the delivery of instructional material and for career advisement. The Nebraska Career Education Model follows the national 16 career clusters and breaks them into six career fields.
A non-traditional occupation (NTO) is defined as any occupation in which women or men comprise less than 25% of the workforce.
Hands-on training in an occupational skill in the work-based curriculum.
A collection of work documenting a student’s educational performance.
Private Career Schools
Sometimes called proprietary schools, operated under private control, independently owned and operated; usually designed around a specific career cluster.
An instructional method combining community service and academic/technical learning.
A combination of perceptual, motor, manual, intellectual social abilities. The nature of tasks usually requires a combination of these and usually also requires the application of cognitive and psychomotor functions together with appropriate knowledge. Skill is cumulative (it is built up gradually with repeated practice), and sequential (each part is dependent on the previous part and influences the next).
The identification of the knowledge, skill and level of ability needed to satisfactorily perform a given job. These standards may be specific to a given occupation, cross occupational lines or apply to groupings of occupations. This concept of skill standards can be tailored to any industry to reflect its particular needs and economic environment. Read more HERE.
Individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional training and employment, single parents (including single pregnant women), displaced homemakers and individuals with other barriers to educational achievement (including individuals with limited English proficiency).
Work-Based Learning Coordinator
An individual to oversee components of a work based learning system including school based learning, work based learning and connecting activities.
A Workplace Supervisor is an employer or designated employee at a workplace who directs the student in mastery of employment skills.
The term “all students” means both male and female students from a broad background including disadvantaged, diverse racial, ethnic or cultural backgrounds, disabled, limited English proficiency, migrant children, school dropouts, and academically talented students.
Registered apprenticeship programs meet federally approved standards designed to provide on-the-job training while safeguarding the welfare of apprentices
A educational program conducted by a high school for 11th and 12th grade students in association with a registered apprenticeship. Pre-apprenticeship programs help prepare students for a registered apprenticeship program.
The process of measuring performance against a set of standards (through examination, practical tests, performance observation and/or the completion of portfolios of work and assignments).
A school-within-a-school that offers students’ academic and career education programs organized around career themes.
Career and Technical Education (CTE)
Organized educational programs, services, and activities directly related to preparation of students for a career.
The Nebraska Career Development Continuum is composed of three stages:
Career Awareness focuses on group activities that help students develop a general awareness of themselves, the world of work and its connection to education. Activities are generally instituted in the elementary grades.
Career Exploration activities provide an opportunity for individual examination of career options that match a student’s interests and aptitudes. They provide an opportunity for students to learn about what people do for a living and to observe and interact with work based staff to learn more about the demands of the work place.
Career Preparation activities that integrate academic and occupational skills learned in the classroom with skills learned on the job prepare students for transitioning from school to a career. Emphasis is on skill building, understanding the concept of transferable skills, learning to work as a team member, establishing relationships, ethics and honesty, and relating personal interests and abilities to real world career opportunities. Many students also select a career interest or focus during this stage.
Nebraska’s Career Education System is comprised of all aspects of career development and preparation. The system includes the following components:
- Career and Technical Education programs of study and courses
- Career Technical Student Organizations
- Career Readiness Skills
- Workplace Experiences
- Career guidance including career exploration activities
- Extended learning opportunities
An activity designed to help students think about their interest and abilities in relation to potential careers by exposure to people directly involved in the career.
Career Guidance & Counseling
Programs that provide students with experiences in the Nebraska Career Development Model including career awareness, career planning, career preparation.
Indicates the ability to perform the activities within an occupation to the set standard. It may incorporate the ability to apply the relevant skills and knowledge to new situations within the occupational area as well as generic skills.
A group of schools and/or agencies that enter into a cooperative agreement to share information or provide services that benefit students.
A structured method of instruction allowing students to attend school and work in a career related field while earning credit for both.
Dual-credit courses are college courses offered to high school students for both high school and college credit.
A method of teaching academic and career and technical occupational subjects showing the relationships among the disciplines.