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Career Technical Education
An important part of the work of the California Department of Education (CDE) is to
strengthen the relationship between a strong kindergarten through adult education and
California’s workforce development and economic future. That future depends on the
state’s ability to develop a competitive workforce for the knowledge-based, global
economy of the twenty-first century. The CDE’s perspective has broadened from the
traditional vocational (now career technical) education curriculum to a multifaceted
concept incorporating career preparation and workforce development. Elements include
integrating academic and career technical education (CTE) curricula, adding or
modifying workforce development programs, and expanding partnerships linking
education with business and industry.
The focus of CTE has expanded from the traditional occupation-specific job entry
preparation within subject matter areas—agriculture, arts and communications,
business, health careers, home economics, and industrial and technology education—to
an “industry sector” approach. For example, industrial and technology education is now
composed of the following industry sectors: building trades and construction, energy
and utilities, transportation, manufacturing and product development, and engineering
and design. These are five of the fifteen industry sectors in California.
This approach provides integrated, sequential programs of instruction designed to build
on the academic preparation of students as well as on their experiences, interests,
skills, and prior knowledge of practices and procedures. Partnerships between business
and industry sectors and various educational levels are emphasized, as are learning
strategies that connect across the disciplines. The CDE also works with professional
and student organizations in offering technical assistance and professional
development.
The Carl D. Perkins Vocational and Technical Education Act of 1998 provides funding to
improve CTE programs in secondary and postsecondary schools. Through the Perkins
State Plan, California articulates state policy that drives CTE planning and programs in
public schools. That state policy is built on high standards for all students. California has
made great progress in defining basic academic and employability skills that every
student should master in order to earn a high school diploma. The underlying premise is
that all students should develop these basic competencies to become productive
workers, contributing members of the community, lifelong learners, and successful
family members. The State Board of Education adopted CTE Model Curriculum
Standards in May 2005 and adopted the Instructional Framework for CTE in January
2007.
Current systemic programs and initiatives include:
Regional Occupational Centers and Programs (ROCPs) have constituted the state’s
largest workforce preparation system for over 30 years. The 74 ROCPs in California
provide over 500,000 high school and adult students with CTE so students can
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