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Apprenticeships have recently gained renewed attention as an effective means to prepare individuals for the world of work even though this method of instruction dates back to 1937 with the passage of the National Apprenticeship Act. An even more recent development is the growth of degree apprenticeships, the aligning of postsecondary degree programs with apprenticeships. Community colleges are leading the way in this area, as well as some four-year institutions that are beginning to explore the effectiveness of this approach. This study sought to explore the current models, challenges, and strategies in the implementation of degree apprenticeships. Through structured interviews conducted over a three-month period with 13 community and technical colleges across 17 states, as well as eight intermediary organizations that support apprenticeships, this study identified four distinct models for integrating apprenticeships into postsecondary degree programs. The study also examined postsecondary institutions' motivations for developing degree apprenticeships, the occupations involved, the challenges to implementation, and the strategies used to address those challenges. The study concluded with recommendations to further expand these efforts.

Research exists on energy balances (EBs) and eating disorder (ED) risks in physically active populations and occupations by settings, but the EB and ED risk in athletic trainers (ATs) have not been investigated. To assess ATs' energy needs, including the macronutrient profile, and examine ED risk and pathogenic behavioral differences between sexes (men, women) and job statuses (part time or full time) and among settings (college or university, high school, nontraditional). Cross-sectional study. Free-living in job settings. Athletic trainers (n = 46; male part-time graduate assistant ATs = 12, male full-time ATs = 11, female part-time graduate assistant ATs = 11, female full-time ATs = 12) in the southeastern United States. Anthropometric measures (sex, age, height, weight, body composition), demographic characteristics (job status [full- or part-time AT], job setting [college/university, high school, nontraditional], years of AT experience, exercise background, alcohol use), resting metabolic rate, energy intake (EI), total daily energy expenditure (TDEE), exercise energy expenditure, EB, macronutrients (carbohydrates, protein, fats), the Eating Disorder Inventory-3, and the Eating Disorder Inventory-3 Symptom Checklist. The majority of participants (84.8%, n = 39) had an ED risk, with 26.1% (n = 12) engaging in at least 1 pathogenic behavior, 50% (n = 23) in 2 pathogenic behaviors, and 10.8% (n = 5) in >2 pathogenic behaviors. Also, 82.6% of ATs (n = 38) presented in negative EB (EI < TDEE). Differences were found in resting metabolic rate for sex and job status (F1,45 = 16.48, P = .001), EI (F1,45 = 12.01, P = .001), TDEE (F1,45 = 40.36, P < .001), and exercise energy expenditure (F1,38 = 5.353, P = .026). No differences were present in EB for sex and job status (F1,45 = 1.751, P = .193); χ2 analysis revealed no significant relationship between ATs' sex and EB ({\\rm{\\chi }}_{1,46}^2= 0.0, P = 1.00) and job status and EB ({\\rm{\\chi }}_{1,46}^2 = 2.42, P = .120). No significant relationship existed between Daily Reference Intakes recommendations for all macronutrients and sex or job status. These athletic trainers experienced negative EB, similar to other professionals in high-demand occupations. Regardless of sex or job status, ATs had a high ED risk and participated in unhealthy pathogenic behaviors. The physical and mental concerns associated with these findings indicate a need for interventions targeted at ATs' health behaviors.

The paper provides evidence as a baseline for action to prevent the educational catastrophe that would result from the predicted shortage of STEM teachers in lower secondary schools in Slovenia. Based on the data, obtained from the relevant institutions, we can predict that, without a change in educational policy towards encouraging students to choose the teaching of STEM subjects as a career, the number of STEM teachers will fall below all acceptable levels.

Research findings concerning student participation in secondary career and technical education (CTE) have shown important differences that relate to the unit of analysis and the type of measures used. Those differences hide the complexity of CTE, depict an inadequate portrayal of students′ participation in CTE, and hinder the possibility of having comparable analyses. At the core of such differences resides the assumption that CTE is a monolithic model and that CTE is offered equally in all schools across the country. I propose a two-pronged framework to better understand student participation in secondary CTE. First, I propose to focus research on specific CTE occupational programs (like manufacturing, agriculture, architecture, and so on) instead of examining CTE as an aggregate, overarching category. Second, I suggest using levels of CTE credit-taking, which better reflect the different models of CTE delivery. By using 2 credits, more than 2 credits, 1.0 to 1.5 credits, and 0.5 credits or less, research can better examine the impact of those levels in learning and acquiring knowledge and skills in CTE programs. This analytical framework can become a research tool for a more realistic analysis of CTE participation.

Despite a recent economic downturn, there is considerable political and industry pressure to retain or even increase the number of scientists in the UK and other developed countries. Claims are made that the supply of scientists (including engineers and mathematicians) is crucial to the economy and the health of the nation, and a large number of initiatives have been funded to address the problem. We consider these claims in light of a re-analysis of existing figures from 1986 to 2009, for young scientists passing through education and into employment. Science graduates are heavily stratified by social origin, and this sorting takes place during initial schooling just as it does with other 'prestige' subjects. The majority of science graduates then move into initial occupations that are not directly related to their degree, suggesting that at this stage of life at least, the demand for scientists trained in specific areas is more than met by existing numbers. We have no reason to believe that the situation is different to other vocational and non-vocational subjects, so perhaps science is not as special as politicians and business leaders imagine. Perhaps young people are put off careers in science by their education. Or perhaps the incentives are not right, leading to the 'wrong' kinds of students in science, and so wastage and inefficiency in the supply process. More pertinently, perhaps this vocational outcome is not how a developed country should assess the value and importance of scientific knowledge among its population.

A method is developed for measuring the intensity with which skills in science, technology, engineering and mathematics (STEM) are used in different occupations based on workers' field of education of their highest qualification and weighted by the wage premium associated with that level of qualification. This is used to model changes in demand for STEM skills, and in other fields, based on the changing occupational composition of employment in Australia between the 2006 and 2016 censuses, and on projected changes to 2024. The approach offers a number of advantages over previous measures used to define STEM workers. Most importantly, by generating a continuous measure of STEM-intensity rather than a binary STEM versus non-STEM definition, it incorporates VET qualifications rather than just university level qualifications, and allows for transferability of STEM skills to what might be considered 'non-STEM' jobs. Contrary to popular narratives around STEM and the future of work, we find that the changing nature of work is actually reducing the demand for STEM skills relative to skills in other fields of education. Health stands out as the field in which the demand for qualifications has been growing most strongly. We also find that technical and trade jobs account for almost the same level of demand for STEM skills as professional occupations, reflecting the importance of including the VET sector in any STEM agenda. While governments have actively sought to promote 'women in STEM', our results suggest that, if anything, women are benefitting in terms of the demand for their skills by the fact that they are under-represented in STEM, and over- represented in key services such as Health and Education. We caution against an uncritical acceptance of the need for a higher proportion of people to specialise in STEM fields. More explicit and testable statements of the rationales and assumptions behind STEM definitions and associated policy are needed to further advance skills forecasting and the appropriate role, if any, of a unique STEM agenda within that framework. [Author abstract]

Changes to degree programs in Information Systems are often attributed to quickly-evolving technology and the subsequent changing needs of the employers who hire IS graduates. In this paper, we explore other social and economic factors that were the inspiration for curriculum changes by assigning them to one of four eras in the IS timeline. Using enrollment figures and archival data, we identify both legitimate reasons and misconceptions that led to fluctuating programming requirements, the rise and fall of trendy courses, and the wholesale elimination of programs and faculty positions. We conclude the paper by using our findings to speculate what the future of IS education could look like and how degree programs should prepare for the next era of IS academia.

Instructional technology helped to sustain learning in virtual environments when the novel coronavirus COVID-19 locked down campuses. This article is the success story of a large, public university in the southern United States, that smoothly transitioned into abrupt online learning with central support from instructional technologists. When unemployment was exponentially rising globally with COVID-19, the demand for instructional technologists was paradoxically rising. Amidst budgetary uncertainties, in April/May 2020, the university prioritized filling the positions of 18 instructional designers/multimedia specialists and learning technologist. Advancing with learner-centered education, the instructional technology program at the university is termed learning technologies.

It may be time to rethink the divide between occupations often referred to as \"career and technical\" and those perceived as requiring a bachelor's degree as well as the implications relevant to family and consumer sciences. With various credentials short of the bachelor's degree, including those offered through the American Association of Family & Consumer Sciences, students can be prepared for two-thirds of the occupations studied by the Bureau of Labor Statistics. Might a new option for career journeys be the combination of career ready and college bound educational experiences rather than one or the other over a lifetime?

In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement.