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Perkins IV established student performance measures at the secondary and postsecondary levels for state agencies, such as state educational agencies, and local recipients, such as school districts, eligible to receive funds.[Government Accountability Office] GAO examined (1) how states have implemented the Perkins IV performance measures and what, if any, challenges they have faced in implementing the measures; (2) to what extent the Department of Education (Education) has ensured that states are implementing the new performance measures and supported states in their efforts; and (3) what [the Department] knows about the effectiveness of [career and technical education] CTE programs.

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The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV; P.L. 109-270) supports the development of academic and career and technical skills among secondary education students and postsecondary education students who elect to enroll in career and technical education (CTE) programs, sometimes referred to as vocational education programs. Perkins IV was authorized through [financial year 2012] FY2012, which ended on September 30, 2012. The authorization is extended through [financial year 2013] FY2013 under the General Education Provisions Act. This report provides a summary of potential reauthorization issues that Congress may consider in the 113th Congress.

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This chapter is part of a volume that proposes a systematic approach to the tertiary education system reform agenda, building on the work of Peter Noonan (1955-2022), professor of tertiary education at Victoria University, who was a central figure in the development of this policy agenda. This chapter is an extract from Peter Noonan's 2016 Mitchell Institute paper, 'A new system for financing Australian tertiary education' [available in VOCEDplus at TD/TNC 125.130]. This paper described how to administer and govern a new system for financing tertiary education in Australia and remains highly relevant in the 2020s. This chapter summarises some of the key points that have been outlined in other chapters in this book and goes on to outline the case for a tertiary education financing authority to oversee the proposed new funding model.

Noonan suggests that this could be called the Tertiary Education Commission. From 1977 to 1988 there was an entity called the Commonwealth Tertiary Education Commission (CTEC) that was responsible for providing advice to the minister regarding granting of Commonwealth financial assistance to universities and other continuing education institutions. The financing authority or commission proposed in this chapter would have a more ambitious agenda: it would oversee Commonwealth and state funding of vocational and higher education. This was also proposed by the 2007 discussion paper 'Seizing the opportunities: designing new policy architecture for higher education and university research' (Group of Eight, 2007). Although there have been some changes in funding and institutional arrangements since 2016, the proposals in Noonan's paper still resonate and are highly relevant to the reform agenda proposed in this book.

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The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 154.572. Show less

The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV: P. L. 109-270) supports the development of academic and career and technical skills among secondary education students and postsecondary education students who elect to enroll in career and technical education (CTE) programs, sometimes referred to as vocational education programs. Perkins IV was authorized through [financial year 2012] FY2012, which ended September 30, 2012. The authorization is extended through [financial year 2013] FY2013 under the General Education Provisions Act. The US Department of Education issued its blueprint for reauthorization in April 2012. This report provides a summary of Perkins IV.

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Career and technical education (CTE) in the United States is defined as courses at the high school level and programs at the postsecondary level that focus on the skills and knowledge required for specific jobs or fields of work. This paper defines ten major sections. Section 27.1 defines CTE in the United States, its legislated regulations, and the delivery methods for both secondary and postsecondary. Section 27.2 describes how CTE programs are funded in the United States and the general methods states distribute funds to local school districts. Section 27.3 describes the federal and state oversight of CTE as well as identifying the CTE Core Performance Indicators at the secondary and postsecondary levels and the consequence to districts who don't meet the performance indicators. Section 27.4 summarizes four states' statutes and regulations related to credential attainment by students through CTE programs.

Section 27.5 describes the five types of certification and licensure requirements for secondary CTE teachers and the requirements for CTE professors and instructors at the postsecondary level. Section 27.6 differentiates between industry certifications that are usually issued by a nongovernmental body and often affiliated with a specific industry or association and government-required licenses that are awarded by a government agency and convey a legal authority to work in an occupation or complete a specific task. Section 27.7 provides a list of validated CTE teacher competencies that document the standards required of CTE teachers developed by the National Board for Professional Teaching Standards (National Board) in Career and Technical Education and an updated set of Performance-Based Teacher Education (PBTE) standards originally published by the National Center for Research in Vocational Education at the Ohio State University. Section 27.8 describes seven different processes teachers and professors use to continue to improve their teaching skills. Section 27.9 describes how CTE programs in the United States partner with business and industry including the various methods industry and school partners work in the career pathway system. Finally, Section 27.10 provides the authors' description of the new image of CTE in the United States.

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This chapter is part of a volume that proposes a systematic approach to the tertiary education system reform agenda, building on the work of Peter Noonan (1955-2022), professor of tertiary education at Victoria University, who was a central figure in the development of this policy agenda. The chapter is an edited version of a paper [available in VOCEDplus at TD/TNC 119.1038] written by the authors in 2015. It sets out an idea that was both central and enduring to Peter Noonan's policy vision for tertiary education in Australia: an entitlement to funding for an initial post-school qualification for every young person. Noonan argued strongly that the different funding models and entitlements across vocational and higher education systems were acting as a barrier stopping young people from pursuing the education or training of their choosing.

The vocational and higher education sectors are financed separately, work to separate policy settings, and attract differing perceptions of prestige. The result of these variations is that tertiary education, taken as a whole and as a national institution, does not realise its potential for effective and equitable investment in human capital development. This chapter concentrates on the design of the financing system as it applies to revenue flowing to providers for qualification delivery. The aim is to inform the creation of a more transparent financing framework for tertiary education with clear responsibility and accountability for each level of government.

Edited excerpts from publication with additional information.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 154.572. Show less

Federal funding for career and technical education (CTE) programs is critical to the expansion and success of training a skilled workforce to meet the needs of labor markets. The Morrill Act of 1862 was the first federal law to provide support to build agricultural and mechanical colleges and universities. Federal support continued through the decades with Perkins IV being the current legislation with funding guidelines for CTE programs. Today's educational systems are faced with the task of providing rigorous and relevant educational programs with the mission of developing productive citizens capable of competing in a global society. This mission cannot be accomplished without continued federal funding support.

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