International Vocational Education and Training Association

North America

Davison M. Mupinga

I have been a active member of IVETA for over twelve years and have served the organization in various capacities, first as the IVETA Newsletter Editor and then as Editor of IVETA’s Journal of International Vocational Education and Training (IJVET).  I have extensive background and experience in vocational education and training, starting as a high school vocational education teacher, a community college instructor, and a career and technical teacher educator at universities in Zimbabwe and the United States.  I am currently an associate professor in career and technical teacher education at Kent State University. My research interests are in international technical and vocational education (TVET), specifically, program development and evaluation, and training of TVET teachers, trainers, administrators. In line with the purpose of IVETA, my desires as VP for North America, are to: a) continue creating opportunities for researchers and practitioners to share knowledge and expertise through forums such as conferences, online discussion forums, and conference proceedings; b) promote the IJVET as a tool to disseminate TVET information; and c) liaise with IVETA membership team to increase membership from North America.

Past Vice President:

   Sandra Poirier, North America VP
Dr. Poirier has been employed at Middle Tennessee State University since 2005.   She received her B.S. and M.S. degrees in Family and Consumer Sciences from Florida State University and University of Arizona respectively.  Her Ph.D. was received in 1998 from Florida International University in Miami, Florida,  in Adult Education/Human Resources Development.  Prior to coming to MTSU, Dr. Poirier taught three years at Zayed University in Dubai, United Arab Emirates. Additionally, she has worked at the University of Florida Cooperative Extension Service, Florida International University, Florida Atlantic University, University of Arizona Cooperative Extension Service, and the Provincial Government of Alberta, Canada.  Dr. Poirier has been a member of IVETA since 2008 and attended many national and World Congress conferences in Malaysia, Nashville, Las Vegas, and New Orleans.   Dr. Poirier has more than 15 years of international teaching experience working in culturally diverse environments.  Her strengths include creating innovative educational programs with a focus on culture, identifying appropriate outreach efforts to solve community problems, and empowering students for successful careers.  She has been recognized for her ability to create and teach online courses, work as an advisor for a student organization, and creating positive educational strategies for optimal learning.

Fall 2018 Report

Key Developments

1.  Dr. Davidson M. Mupinga was elected to the assume the position of Vice President of North America beginning January, 2019. 

2.  From 13 to 16 August 2018, the 2018 IVETA conference hosted by the South African College Principals Organization (SACPO) and held in beautiful Cape Town South Africa. Several hundred delegates attended the conference from some 25 countries.

2.  Profiles of career-ready graduates as described in the U.S. Department of Labor’s Competency Model Clearinghouse describes a general set of worker competencies across five domains:  personal skills; academic competencies; workplace competencies; industry-wide technical competencies; and occupation-specific technical competencies.

Significant Issues

1.  We are in the midst of the most significant, rapid, and continuous shifts in the economy and society.  Globalization and automation are dramatically changing the nature of work and workforce demands and that success in careers and life requires new and evolving sets of skills, for which both America’s current workforce and our young people are woefully under prepared according to the new report from America Achieves Educator Networks, May 2018.  These major shifts according to the Recovery:  Job Growth and Education Requirements Report through 2020 indicated:

* 30% of jobs in 2020 will be in middleskills, requiring education and credentials beyond high school, but not necessarily 4-year degrees;

*  35% of jobs will require bachelor’s degree;

*  30% will require some postsecondary education/training;

*  36% will not require education beyond high school.

Spring 2018 Report

Key Developments

1.  There is a shortage of secondary and post-secondary teachers in all areas of Career and Technical Education throughout North America.  Some estimates are indicating a 34% decrease in Career and Technical Education.  There are a number of solutions that are currently being developed.  Professional associations have developed recruitment campaigns and are offering professional development workshops for those involved in teacher education.  Additionally, secondary school pathways are including “Education as a Profession” for students interested in becoming a teacher.  Career and Technical Directors also are establishing committees to network with local post-secondary programs to help build the teacher education programs.

Significant Issues

1.  About 44 million in the US are carrying student loan debt as of the fourth quarter of 2016, up from 22.5 million in 2004, according to data from the New York Federal Consumer Credit Panel.  For recipients of a bachelor degree, the average student loan debt totals $39,423 for the academic year 2016-2017.  As worries of student debt rise, states and business increasingly push faster, cheaper paths to the workplaces which may include attending technical schools or a two-year college program.  Some states are offering free tuition to attend a two-year community college for students graduating from secondary schools with a 2.5GPA. Many of these degrees will pay as much or more than a job with a bachelor degree.

2.  In 2009 (the last year data is available) 19% of high-school students were concentrating in career and technical programs, down from 24% in 1990.  As more student enroll in college, 40%-50% never get a certificate or college degree.  Among those that do graduate, about one-third end up in jobs that do not require a four-year degree.

Winter 2017/2018 Report

The National Research Center for College & University Admissions (NRCCUA) has been gathering information on student and educator attitudes and interests. In 2014 over 2.5 million Career and Technical Education high school students in the US, in over 95% of the public and private high schools in the country, participated in the study titled My College Options.  These are a few of the important details about the Career and Technical data collected on their latest survey:

1.   The majority of CTE educators report that business and industry leaders serve on advisory committees and interact with students.

2.  95% of CTE educators report integration between CTE and academics in their classroom and/or school.

3. Researchers estimate that over 16 million jobs created by 2020 will require some post-secondary education or a two-year associate degree. Many of these jobs will be in CTE fields such as the skilled trades, health care, manufacturing, IT, business and marketing, among others, including many occupations that employers find hard to fill.

4.  Apprenticeships are catching on fast and are expected to grow more as young people decide against pricey colleges in favor of on-the-job training program that end in vocational certification and gainful employment.  The US Federal Government has allocated $200 million in apprenticeship grants and pilot project funding for 2018.

What are the two most significant issues facing TVET in your region?

1.  Skill shortages in many of the trade jobs and especially teaching as a profession.

2.  Not all CTE content areas have industry standard certifications that can be offered in the secondary programs.  We need to make sure that each content area has 1-2 industry standard certifications available to students.

   Countries in the Region:

United States


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