Important Adult Education Organizations

Ben commented on: Group 2, 4 & 5

Chris commented on: Group 2 & 4

Mary commented on: Group 2 and 4

Rob commented on: Group 3 & 4

ROLES

Mary and Rob researched and wrote Association for Career and Technical Education.
Chris and Ben researched and wrote US Department of Education.

Rob wrote the discusion.

Ben and Mary worked on the table.

Mary merged the two papers and posted in the blog and submitted the paper.

Everyone proofed and reviewed APA.

Important Adult Education Organizations

Chris Cathcart

Mary Henehan

Rob Hill

Ben Ranfeld

Ball State University

EDAC 631 Adult and Community Education

April 1, 2014

Important Adult Education Organizations

Association for Career and Technical Education History, Mission and Goals

Apprenticeships and career education have been part of American culture since the earliest days.  The first manual training school opened in St. Louis, MO in 1879. The American Vocational Association was founded in 1926 after the Smith-Hughes Act began to provide funding for vocational education. In 1998, the name was changed to Association for Career and Technical Education (ACTE) and shifted the emphasis from vocational education to career education to reflect the needs of a modern workforce (ACTE History, 2014). With more than 25,000 members, ACTE is the nation’s largest not-for profit education association which prepares youth and adults for successful careers with academically rigorous, challenging and technical coursework (Association, 2002; Who, 2014).  The mission of ACTE is to “provide educational leadership in developing a competitive workforce” (Postsecondary, 2011).  The mission is accomplished through advocacy, public awareness, professional development and tools to help members become leaders (Who, 2014).

ACTE has set four goals to reach by the end of 2015: 1) To build local, national and global partnerships resulting in a skilled workforce, 2) To integrate education at all levels to meet business and student needs, 3) To be the leader in research for skills attainment and career and technical education, and 4) To be the voice of and expert in career and technical education among policy makers, education decision makers and employers. Each goal has several supporting objectives (ACTE Preferred, 2014).

Background and other information

Association for Career and Technical Education is the parent organization for sixteen career clusters and eleven divisions including Agriculture, Engineering and Technology, Postsecondary Adult and Career, Trade and Industrial, Family and Consumer Sciences, and Marketing. It houses online journals such as the Journal for Health Occupations Education, and Techniques: Connecting Education & Careers (ACTE Divisions, 2014).

Roles and Responsibilities

            From an adult education context, ACTE’s main roles and responsibilities pertain to developing educators, advocates and leaders in the area of career and technical education. Professional development for educators is available through trainings typically held at state, regional and national conferences.  A pool of lesson plans, data, an association newsletter and a professional journal help to keep members informed of current policy and topics specific to CTE (Career and Technical Education).  Seminars help educators become cognizant of the direction policy makers are heading.  Having a strong voice in legislation, advocating for funding of programs and developing media and public awareness are roles ACTE believes are critical in maintaining a strong presence in the field  (Who, 2014).  A primary purpose of ACTE is policy advocacy; the website has links to current events, current legislation, agencies, and trends in CTE. There are articles, links, and legislators’ contact information so educators can voice their opinions (Policy, 2014).  The website has information on Common Core, CTE funding, the Perkins Act IV and other federal funding that supports state programs (Educator, 2014).  This permits members to be proactive instead of reacting after legislation or policy is set.

            The Association for Career and Technical Education website allows all members to view presentations from past events (Educator, 2014).  ACTE provides a social media area (Facebook, YouTube, LinkedIn, Twitter and Pinterest) on the website so members can find information on programs, make contacts and share information on best practices (Educator, 2014).  This resource makes it easier for persons to find in depth information specific to programs of study and strengthens lessons for students.      

Empowering teachers to become leaders is a role and responsibility of ACTE.  The association adopted the ACTE Leadership Training Program in July, 2011 with the intent of fostering leadership positions among the state organizations that would further help at the national level (ACTE Leadership, 2014).  The program instills understanding of “association management, Quality Association Standards, and leadership skills” (ACTE Leadership, 2014, para. 3).  Future leaders are encouraged to help develop others at the state level, thus feeding candidates to the regional and national levels. Lewis, in the Introduction to the Long Haul, referenced Highlander pedagogy. She noted that “rather than bringing in experts as resource people, Highlander brings people together” (Horton, 1990, p. XX).  Likewise, ACTE leadership is developed from within the membership of the organization; there are no paid employees. This provides local educators the opportunity to learn and lead and become a collective advocate for Career and Technical Education (CTE).

            Although ACTE offers many services to members and the public, it is primarily concerned with the sustainability of programs and helping teachers advance their learning through organizing, communicating and advocating politically and publically.  By having a large membership, they can influence policy only if they are organized.   Therefore it has been important for the association to advance membership and make other teachers aware of opportunities that exist for adult education within the organization.

Impact and Implications

Merriam and Brockett (2007) cited several authors: Bryston, Rachal, Gratan, Liveright and Apps when categorizing occupational or career education as one of the purposes of adult education.  ACTE has distinguished itself as a leader in the professionalization of adult education. Merriam and Brockett (2007) list “professional associations, professional literature and information resources, and graduate study” (p. 221) as areas indicating professionalization.  ACTE is an established association providing literature and resources and annual graduate fellowships since 1967 (Graduate, 2014).

As a national voice in training for teachers and CTE students, ACTE has adapted to domestic market changes, shifts in industry demands for technical workforce skills and a growing globally based economy.  Reich (as cited in Burns, 2011), notes that the United States’ economy has been evolving into an information based economy, moving steadily away from a domestic manufacturing economy since the 1970’s. He posits that the education of the current workforce, and those that teach these necessary skills, is a central concern to effectively supplying the needs of a modern workforce.  Thus, ACTE has shifted its focus from skills sets of a bygone era to the workforce needs of a twenty first century economy.  The implications and impact of the focus is to train teachers to integrate studies, embed technical literacy in content, increase STEM (Science, Technology, Engineering, and Mathematics) related access to teachers and to advance market awareness through information and pathways to careers.  Since technology changes at seemingly breakneck speed, it has been important for ACTE to be adaptable and prepare teachers in training that is relevant to the needs of an educated workforce so that they may continue to have an educational impact on those they serve. 

The U.S. Department of Education (DOE) History, Mission and Goals

The U.S. Department of Education (DOE) is the Federal agency responsible for oversight at all levels of education policy and administration in the United States.  It “establishes policy for, administers and coordinates most federal assistance to education” (U.S. Department of Education, 2010, p. 1).  The DOE’s mission is to “promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access (U.S. Department of Education, 2010, p. 1). Originally established in 1867, the DOE was expected to collect information on schools and teaching that would help the states establish effective school systems.  The organization has evolved since its inception lead mostly by an increasing expectation of responsibility and oversight. In 1890, the organization, then named the Office of Education, received its first big expansion as a part of the second Morrill Act which  allowed  responsibility for administering support for the original system of land-grant colleges and universities.  From here a string of similar legislative moves lead to the DOE as we know it today.  Some of the other significant events include: the 1917 Smith-Hughes Act, the 1946 George-Barden Act, World War II, The Cold War, President Johnson’s “War on Poverty”, Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972.

Education represents a significant expense year to year for the U.S. The majority of the decisions around education are made at the state and local level, according to the DOE:

Of an estimated $1.15 trillion being spent nationwide on education at all levels for school year 2011-2012, a substantial majority will come from State, local, and private sources. This is especially true at the elementary and secondary level, where about 87.7 percent of the funds will come from non-Federal sources. (US Department of Education, 2012, para. 1)

The remaining funding comes from the DOE acting to support the decisions made at the local level and fill any gaps where possible.

            While some may think the DOE solely mandates policies for K-12 education, it is actually involved in many aspects of adult and life-long education as well.  In fact, their purview is so large, it is almost hard to choose which impacts are most important or long lasting.

Impact and Implications

            The DOE’s first declared purpose by Congress in 1979 was “to strengthen the Federal commitment to ensuring access to equal educational opportunity for every individual” (U.S. Department of Education, 2010, p. 1).  According to Merriam & Brockett (2007), common conditions that limit access to education include geography, demographics, socioeconomic conditions, and culture subgroups or subcultures.  Under Public Law 96-98 the DOE creates financial aid policies and distributes funds to students based on formulas, competition and financial need.  Some students will be awarded assistance because they meet certain criteria setup in Congressional bills, other students will receive funds based on merit, and even more students will be granted funding because they lack the necessary means to afford an education. 

            The DOE also “enforces federal statutes prohibiting discrimination in programs and activities receiving federal funds and ensures equal access to education for every individual” (U.S. Department of Education, 2010, p. 8).  While this applies to students of all ages, this specifically assists adults in secondary and post-secondary programs, vocational schools and rehabilitation, and wanting to attend colleges and universities receiving federal funding.  The DOE ensures compliance with standards of access through compliance reviews and annual reports. 

In late March (2010) the Los Angeles Unified School District became the first of at least 32 K12 school districts nationwide to undergo federal compliance reviews intended to spotlight possible discrimination against specific groups of students that has resulted in persistent achievement gaps on standardized tests.  (Finkel, 2010, p. 47)

Collaborations between the Department of Veterans Affairs and the Department of Education include the G.I. Bill allowing those who have served in the armed forces a chance to receive an education, the Troops to Teachers program which assists veterans obtaining certifications or licensing to become teachers (U.S. Department of Education, n.d.), and the 8 Keys to Success Program which defines “concrete steps that institutions of higher education can take to help veterans and service members transition into the classroom and thrive once they are there” (Baker, 2013, para. 1).

            One of the DOE’s major responsibilities is the proper administration of federal student aid.  The DOE is in fact “the largest provider of financial aid in higher education, with about $134 billion in Title IV funds provided to students in 2010” (GAO, 2011) for distance education. Distance education represents only one aspect of the DOE’s role in oversight of Title IV funds.  The main responsibility for the administration of aid comes from the Office of Federal Student Aid, which is a branch of the DOE.  Offering more than $150 billion in loans and other forms of aid each year the Office of Student aid provides information on types of aid available, repaying debt borrowed and default rates for all interested stakeholders (Office of Federal Student Aid, 2014).   

Discussions

            The Association for Career and Technical Education and the U.S. Department of Education have a causal relationship; what one does affects the other.  The DOE sets policy while ACTE tries to influence policy.  Therefore the actions of each organization will be related to the other even if not intended.

            Where the two organizations share the highest commonality pertains to The Carl D. Perkins Vocational and Technical Education Act, Public Law 105.  This law is administered by the DOE but is applied to CTE programs throughout high schools and community colleges.  The intent is to distribute funds that can be used to support programs that train the future workforce.  All states receive funding from the DOE (US Department of Education, 2002). Because ACTE is heavily linked to the programs receiving funding, a relationship cannot help but to exist.

            The two organizations are both aligned in the area of adult education and are tightly associated regarding policy in vocational spending.  Without the support of DOE, programs for which ACTE advocates would be compromised financially.  It is consequently important to understand that while they both seek to help CTE programs, they must either work together or take a stand for their own interest.  DOE is a large entity that is responsible for far more than CTE programs and has limited resources.  ACTE is concerned almost exclusively with getting as much support for CTE as possible.  Mutual ground is generally the outcome.  While Perkins funding has tapered off from past years, there has presently been an upswing in support.  ACTE is trying to increase the amount of funding by influencing policy and it appears recently, they have been heard. 

            An initial analysis of the two organizations showed that they have somewhat different outcomes, but when a deeper understanding of the two is sought, it shows that they not only share commonalities, they function together. 

            Both organizations empower by educating.  Specifically, they help to provided resources, either funding or training, that will help prepare persons with workforce skills.  Both organizations must answer to those that fund them.  ACTE has a membership body and the DOE has the ballot.  In turn, this makes each organization responsible to those supporting their cause. 

            Jurmo (2011) believes that adult educators can make a difference in CTE, and therefore at least a portion of the DOE, by “recognizing the importance of work-related basic skills, helping lower-skilled adults be both productive and empowered workers and strengthening adult basic education as a profession” (p.172).  If this is the case, then no two organizations are in a better place to provide direction and support for the empowerment of the next generation of a skilled workforce.

Table 1

Summary of Important Adult Education Organizations

	Association of Career and Technical Education	The U.S. Department of Education
Year founded	1926 as American Vocational Association 1998 name was changed to Association for Career and Technical Education (ACTE)	1867 founded as Office of Education 1980 combined several different federal agencies into one governing body.
Mission and goals	Mission: “To provide educational leadership in developing a competitive workforce.” Goals: Partnerships for a skilled workforce, education to meet business and student needs, leader in research, voice for  and expert on CTE, advocate for policy and funding.	Mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
Roles and Responsibilities	Empowers teachers as leaders, advocacy, provide resources for instruction.	Establishes policies on federal financial aid for education, and distributing and monitoring funds. Collects data on schools and disseminating research. Focuses attention on key educational issues. Prohibiting discrimination and ensuring equal access to education.
Other information	16 career clusters and 11 divisions with one for adult educators.	Provides information about all aspects of education from childhood through adult learning. Acts as repository for policy and practice of all educational programs in the US.  Target audiences include all levels of educators, students, adults and children.
Impact	Supports the development of 25,000 educators who annually prepare millions of people for CTE careers.	Sets standards for academic performance and delivery models across the country at all levels. Provides easy access to all programs and information to any user DOE operates programs on every area and level of education.
Implications	21st Century skills training, modern workforce, career advancement and planning, integrated and technical literacy training for teachers and students. Awareness to political entities. Voice of CTE.	As a consolidated government agency the DOE represents the foremost authority on all education practice and policy.

References

ACTE Divisions. (2014). The Association for Career and Technical Education.  Retrieved from http://www.acteonline.org/general.aspx?id=2387#.UzIBDKhdXGJ

ACTE History. (2014). The Association for Career and Technical Education. Retrieved from http://www.acteonline.org/general.aspx?id=2389#.UzDWtahdXGI

ACTE Leadership. (2014). The Association for Career and Technical Education.  Retrieved from http://www.acteonline.org/general.aspx?id=2397#.UzoDaKhdXGI

ACTE Preferred Future. (2014). The Association for Career and Technical Education. Retrieved from https://www.acteonline.org/search.aspx?q=preferred

An Association is Reborn. (2002, February). Techniques: Connecting Education & Careers. 77(2), 20.

Baker, Sarah. (2013). 8 keys to success: Supporting veterans, military and military families on campus.  Retrieved from http://www.whitehouse.gov/blog/2013/08/13/8-keys-success-supporting-veterans-military-and-military-families-campus

Burns, E. (2011, Summer). The adult learner: A change agent in post-secondary education. Online Journal of Distance Learning Administration, 14(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer142/burns_142.html

Educator Resource Center. (2014).The Association for Career and Technical Education.  Retrieved from http://www.acteonline.org/erc/#.Uzn6g6hdXGJ

Finkel, E. (2010, May). Department of education revives civil rights office.  District Administration, 46(5), 47-48, 50.

Horton, M. (1990). The long haul: An autobiography. Doubleday: New York.

Jurmo, P. (2011, Fall). Career pathways for a productive and self-reliant work force: A to-do list for adult educators. Adult Basic Education and Literacy Journal, 5(3), 171-175.

Merriam, S.B. & Brockett, R.G. (2007). The profession and practice of adult education. San Francisco, CA: Jossey-Bass

Policy and Advocacy, (2014). The Association for Career and Technical Education.    Retrieved from http://www.acteonline.org/action/#.UzoCYKhdXGJ

Postsecondary, adult and career education division leadership and policy manual. (2011). The Association for Career and Technical Education. Retrieved from http://www.acteonline.org/search.aspx?q=mission

U.S. Department of Education: Office of Federal Student Aid. (n.d.).  Average Student Aid distribution. Retrieved from http://studentaid.ed.gov/about

U.S. Department of Education. (2002). Perkins education act.  Retrieved from http://www2.ed.gov/offices/OVAE/CTE/perkins.html

U.S. Department of Education.  (2010). An overview of the U.S. department of education.  Retrieved from http://www2.ed.gov/about/overview/focus/what.pdf

U.S. Department of Education. (2012). The Federal Role in Education. Retrieved from http://www2.ed.gov/about/overview/fed/role.html?src=ln

U.S. Department of Education.  (2013). Troops-to-teachers-program.  Retrieved from http://www2.ed.gov/programs/troops/index.html

United States Government Accountability Office.  (2011). Use of new data could help improve oversight of distance education (GAO Publication No. GAO-12-39).  Retrieved from http://files.eric.ed.gov/fulltext/ED527058.pdf

Who we are. (2014). The Association for Career and Technical Education. Retrieved from http://www.acteonline.org/general.aspx?id=124#.UzHh_qhdXGI