ERIC ED454384: V-TECS Career Cluster Frameworks.

22 Pages·2000·0.65 MB·English

by  ERIC

DOCUMENT RESUME
CE 081 818
ED 454 384
V-TECS Career Cluster Frameworks.
TITLE
Vocational Technical Education Consortium of States,
INSTITUTION
Decatur, GA.
2000-00-00
PUB DATE
NOTE
21p.
AVAILABLE FROM
For full text:
http://www.v-tecs.org/Documents/VTECS%20Cluster%20Framewk.pd
f
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Agricultural Occupations; Architecture; Art; Audiovisual
DESCRIPTORS
Communications; Business Administration; Career Choice;
Career Education; Communications; Construction (Process);
*Education Work Relationship; Engineering; Finance
Occupations; Government (Administrative Body); Health
Occupations; Hospitality Occupations; Human Services;
Information Technology; *Job Skills; Lawyers; Managerial
Occupations; Manufacturing; Natural Resources; *Occupational
Clusters; *Occupational Information; Postsecondary
Education; Public Administration; Retailing; Sales
Occupations; Scientific Research; Secondary Education;
*Technical Education; Tourism; Training; Transportation;
*Vocational Education; Wholesaling
Computer Occupations; *Crosswalks (Linking)
IDENTIFIERS
ABSTRACT
This document includes 16 vocational-technical crosswalk
wheels relating the 14 Vocational Technical Education Consortium of States
(V-TECS) Career Families to the 16 Career Clusters developed by the U.S.
Department of Education. The career clusters are based on the common
academic, workplace, and technical knowledge and skills that cut across all
occupations included in the career area and their related concentrations and
specialties. The following career clusters are illustrated:
(1) agriculture
(2) architecture and construction;
and natural resources;
(3) arts,
(4) business and administration;
audiovideo technology and communications;
(7) government and public
(5) education and training;
(6) finance;
(9) hospitality and tourism;
(8) health science; (10) human
administration;
(11) information technology;
(12) law and public safety;
services;
(13)
(14) retail.and wholesale sales and service;
(15) scientific
manufacturing;
research and engineering; and (16) transportation, distribution, and
logistics services. The document also includes an explanation of the primary
elements of the career clusters as interpreted by V-TECS.
(KC)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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U S DEPARTMENT OF EDUCATION
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Office of Educational Research and Improvement
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EDUCATIONAL RESOURCES INFORMATION
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CENTER (ERIC)
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This document has been reproduced as
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received from the person or organization
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originating it
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Minor changes have been made to
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improve reproduction quality
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Points of view or opinions stated in this
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document do not necessarily represent
,
official OERI position or policy
11
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
prII
ISource of Career Cluster Titles and Definitions is the July
2000 U. S. Department of Education, Office of Voca-
©2000 by V-TECS
Ivokb"1
tional Technical Education, Career Cluster Brochure.
fill rights reserved.
ZEST COPY
AVAILABLE
V-TECS FRAMEWORK FOR RELATING CAREER CLUSTERS,
CONCENTRATIONS, AND OCCUPATIONAL SPECIALTIES
Background
In 1994 and 1995 V-TECS staff were asked to write two papers for the Department of Labor through two
of their sub contractors. The first of these papers dealt with the feasibility of defining industry based
clusters using knowledge and skills instead of duty/tasks and the other dealt with updating of the Standard
Occupational Classification System. Lessons learned in writing these papers were used to develop an
Industry/Occupational Family Career Major Occupational Specialty Framework for the purpose of better
organizing the various V-TECS products and systems, which the V-TECS Board of Directors approved in
1996. This decision was driven by three converging issues. First, V-TECS had developed over 350
products representing some 200 occupational titles that could no longer be kept current given the level of
financial resources available from the states. Second, lessons learned in developing the National Skill
Standards for Heating, Air Conditioning, and Refrigeration Technician called for a new organizational
context for displaying knowledge and skills as related to occupations. Third, member states were asking
for our outcomes to be organized around broader categories.
The original V-TECS Industry/Occupational Family, Career Major, Occupational Specialty Framework
had fourteen families with four levels within each family. With the release of the U.S. Department of
Education's Sixteen Clusters in November 1999, V-TECS conscientiously reviewed its fourteen
industry/occupational families to ensure they were comparable with the Department's sixteen. This
review resulted in the development of a set of wheels that divided the sixteen clusters into logical
concentrations containing occupational specialties that were representative of each concentration. To the
degree possible, each concentration shares a common base of essential knowledge and skills, which are
assumed to be beyond the basic academic or foundation skills that are routinely taught in regular
academic programs. Today, V-TECS uses the wheels as a way of organizing its efforts to develop and
update industry based standards and assessments useable across state lines.
Current Crosswalks of V-TECS Families with U. S. Department of Education Clusters
The basis for determining which concentration would be assigned to a specific career cluster was the
assumed common academic, workplace, and technical knowledge and skills that are required to perform
work in that area. Place of employment was not necessarily the driving force. For example, secretaries
may be hired to work in Manufacturing, Health Care, or other areas, but they are identified with Business
and Administrative Services since the knowledge and skills required to do this type of work are related to
specialty areas that are learned in business related programs. Managers may work in government or
public service, but they receive their initial education in a business, finance, or management educational
environment.
The following are the source documents used to identify the career majors and specialties.
The V-TECS Industry/Occupational Family Career Major and Occupational Framework as
Revised in 2000
The National Skill Standards Board's Occupational Classification by NSSB Cluster, Table B
The National Occupational Information Coordination Committee's Updated National Units of
Analysis which crosswalks CIP and OES Codes
The U S. Department of Education Classification of Instructional Programs 2000 (Draft)
The U S. Department of Education Brochure on the Sixteen Career Clusters (2000)
The Indiana Career Cluster Guide, .rd Edition
The Ohio IT Works Brochure
3
Summary
The V-TECS crosswalk for these USOE Career Clusters are based on the common academic,
workplace, and technical knowledge and skills that cut across all occupations included in the career
area to include the related concentrations and specialties.
The original V-TECS Families Career Area and Specialties were developed using OES, SOC, CIP,
O *NET, NOICC, Units of Analysis, and the National Skill Standards Board Clusters.
These wheels are meant to be suggestive in nature and do not include all possible occupations in the
cluster. They have been developed as a vehicle for states and local agencies to use in developing their
own clusters. They can be expanded on or merged in a variety of ways. The key to consolidation
should center around common knowledge and skills. See next page for an explanation of the wheels.
V-TECS also has a CIP/OES crosswalk based on the NOICC Units of Analysis frameworks that can
be shared as well.
KNOWLEDGE + SKILLS FOR TASKS TO BE PERFORMED = OCCUPATIONAL FAMILY ASSIGNMENT
PRIMARY CIP CODES ADDRESSED IN THE V-TECS CROSSWALK
OF USOE CAREER CLUSTERS
CIP Codes USOE
Agricultural and Natural Resources
01, 02,
03,
15
Architecture and Construction
47
04, 46,
15,
Arts, AudioNideo Technology, and Communications
09,
04, 50,
11,
10,
52
Business and Administration
52
Education and Training
25
13,
Finance
08,
52
Government and Public Administration
44
Health Science
20,
51
Hospitality and Tourism
52
20, 31,
08,
12,
Human Services
20, 42, 44,
19,
51
Information Technology
47,
52
10, 11,
15,
Law and Public Safety
43
22,
Manufacturing
48
21, 47,
14, 15,
Retail/Wholesale Sales and Service
20, 52
08,
12,
26,
40,
41,
14, 15,
Scientific Research and Engineering
Transportation, Distribution, and Logistics
46, 47,
49,
52
CIP Codes listed represent areas for which there are career, technical, occupational, and/or vocational education
programs available.
Explanation of the Primary
Elements of the Career Clusters
as Interpreted by V-TECS
I
Possible OCCUPATIONAL SPECIALITIES that
constitute a concentration. Titles are meant
to be representative, not all inclusive. They
are also meant to represent careers that
cover the spectrum of occupations and the
corresponding education and training needed
to perform them. Users are encouraged to
customize the wheels as they see fit.
CONCENTRATION/PATHWAY. A sector
career cluster
of
which
in
a
occupational specialities share a
common .set of academic, technical,
and workplace knowledge and skills.
Academic, technical, and workplace
Those academic, technical and workplace
knowledge and skills that cut across
skills that are common to all sixteen
all concentrations in this career cluster.
clusters.
tA1111
ISource of Career Cluster Titles and Definitions is the )uly
11:"1
©2000 by V-TECS
2000 U. S. Department of Education, Office of Voca-
Fill rights reserved.
tional Technical Education, Career Cluster Brochure.
BEST COPY AVAILABLE
agriculture and Natural Resources
Planning and managing agriculture, food, fiber, and natural resources systems. Production of agri-
cultural commodities, including food, fiber, wood products, horticultural crops, and other plant and
animal products. Financing, processing, and marketing and distribution of agricultural products;
farm production and supply and service industries; horticulture and landscaping services, and the
use and conservation of land and water resources; development and maintenance of recreational
It also includes mining and extraction operations and related environmental manage-
resources.
ment services.
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BEST COPY AVAILABLE
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Designing, planning, managing, building, and maintaining physical structures and the larger built
environment including roadways and bridges and industrial, commercial and residential facilities
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Designing, producing, exhibiting, performing, writing, and publishing multimedia content including
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BEST COPY AVAILABLE
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2000 U. S. Department of Education, Office of Voca-
All rights reserved.
tional Technical Education, Career Cluster Brochure.
BEST COPY AVAILABLE
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ISource of Career Cluster Titles and Definitions is the July
11:-"1
2000 U. S. Department of Education, Office of Voca-
©2000 by V-TECS
All rights reserved.
tional Technical Education, Career Cluster Brochure.
BEST COPY AVAILABLE
10