A Framework for 21st-Century Career-Technical and Workforce Education Curricula
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Increasingly, career-technical and workforce education professionals are challenged with determining the best ways to prepare people for work, when many of the jobs those people will perform do not exist yet. Twenty-first-century work is evolving rapidly, with some jobs going away, other types of work appearing, and many people working in jobs that do not maximize their potential. To remain relevant in this emerging landscape, a framework is needed that can structure and guide research and curriculum development in workforce preparation in an increasingly volatile and uncertain future. We examine three key components—career navigation, work ethic, and innovation—that can situate career-technical and workforce education curricula to anticipate rapid changes in workplace demands and ensure student outcomes that will be lasting and durable in the 21st-century workplace.Keywords:
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The main aim of this study, commissioned by the Scottish Social Services Council (SSSC), was to explore social workers' career pathways, in order to inform future workforce planning. The objectives were first, to obtain some preliminary data on the factors influencing social workers' career moves, secondly, to increase understanding of workforce mobility and, thirdly, to test out ways of gathering longitudinal data to inform future development of modelling and skills foresight.
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The world of healthcare is changing, and patient needs are changing with it. Traditional doctor-driven models of workforce planning are no longer sustainable in the United Kingdom (UK) healthcare economy, and newer models are needed. In the multiprofessional, multiskilled clinical workforce of the future, the physician associate (PA) has a fundamental role to play as an integrated, frontline, generalist clinician. As of 2016, about 350 PAs were practicing in the UK, with 550 PAs in training and plans to expand rapidly. This report describes the development of the PA profession in the UK from 2002, with projections through 2020, and includes governance, training, and the path to regulation. With rising demands on the healthcare workforce, the PA profession is predicted to positively influence clinical workforce challenges across the UK healthcare economy.
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This research project focuses on workforce development reform in Texas. It was conducted during the 1996-97 academic year with funding from the Texas Council on Workforce and Economic Competitiveness, the independent, strategic-planning, oversight, and evaluation body guiding the development of the state's workforce system. The project had two main objectives. The first was to identify the key challenges and issues of building a workforce development system in Texas. The second was to examine how other states have addressed these and similar issues that have surfaced as a result of their reform efforts. The findings were used to fashion recommendations that will facilitate further implementation of the system in Texas.
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Sustained economic growth and population ageing are fuelling skill shortages and gaps, highlighting the importance of workforce planning and development. It is unclear how well positioned workplaces are to meet these challenges. This paper reports on the results of a survey of workforce planning in South Australian workplaces. Through a series of case studies undertaken for a second study, the paper also identifies some of the wider implications for workforce planning of a number of initiatives being undertaken in South Australia. We find that a high proportion of workplaces are aware of some of the challenges ahead and are involved in the preparation of workplace plans that are well integrated with their wider business planning processes. Many others however are not well positioned to tackle the challenges that they face. They lack access to appropriate tools or support services to support workforce planning. A range of organisations are very actively engaged in workforce planning. Some of the lessons from this experience are identified. Finally, we identify a number of potential implications from our research for the role of the VET sector in workforce planning. In particular we examine the role that the VET sector might play in the provision of structured, accredited training and education for workforce planning practitioners.
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