Seeding the Edge of Career and Technical Education
By Charles Mojkowski and Elliot Washor
THE 'COLLEGE READINESS" WALL NEEDS TO BE REPLACED BY A LIFELONG LEARNING AND WORK CONTINUUM, IN WHICH STUDENTS BUILD A DYNAMIC LIFELONG LEARNING PLAN FOR MOVING ALONG THAT CONTINUUM.
THERE IS A STORY told about Albert Einstein when he was teaching at Princeton in the late 1930s. In reading Einstein’s final course exam, one of his colleagues observed that the questions were the same ones Einstein used for the course the previous year. “You are correct,” replied Einstein, “but the answers are different this year.” Einstein’s response says much about the state of theoretical physics in the pre-war period, and it says much about our current notions of career and technical education (CTE). While the questions about the what, why and how of CTE are seemingly perennial, the answers are indeed quite different this year and promise to be more so going forward. There is a resurging interest in CTE from business leaders, policymakers and educators who have discovered, and in some cases rediscovered, the benefits of authentic applied learning embedded in career pathways that combine a robust mixture of relationships, relevance and rigor.
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