Agricultural Education is one of
the Career Technical Education or CTE Program Areas. According to the
Department of Education in Indiana, CTE programs provide training for high
skill careers that are in high demand. The CTE programs provided in schools
allow for academic success for all students along with career preparation for a
variety of trades. CTE programs include both programs within the schools and
also Career and Technical Education Locations. CTE funding is being cut from
schools because the focus of education shifted to focus on core academics in
order to push students toward higher level education, however because of this
shift in education there is a deficit in skilled labor workers. Having CTE
programs does not have to limit or discourage the pursuit of higher education
after high school, but instead provides other means and opportunities to reach
achievement.
While core academics are paramount
to secondary education, career technical education programs provide necessary
life skills and career preparation that students may find a valuable part of
their educational experience. Our focus is on why CTE funding is being cut from
schools and its impact on the growing deficit for skilled workers. Not all CTE
pathways lead to skilled labor, other pathways lead to engineering, nursing,
and business. However, with a lack of funding all of these programs futures are
in jeopardy. Our research will come from government websites on education such
as the Indiana Department of Education’s website. We also plan to utilize
blogs, articles, and other online resources documenting the funding cuts and
their effects in everyday life. We will format our research findings in a blog
style for ease of access and readability to our audience. These funding cuts
directly affect our major as agricultural education falls under CTE programs.
In addition to our curriculum, agricultural educators also have FFA programs
that also focus on career development and leadership. This research project
will allow us to understand what funding cuts we may face in the future and how
to address those problems.
Group Member 1 – Phase 1 & 2 –
Sheridan Elswick
Group Member 2 – Phase 3 – Molly
Bull
Group Member 3 – Phase 3 – Courtney
Kelley
Group Member 4 – Phase 4 & 5 –
Brittany Young & McCord Snider
Group Member 5 – Phase 4 & 5 – Brittany Young & McCord Snider
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