post secondary education decisions

The Postsecondary Education Conundrum

Subscribe to the brown center on education policy newsletter, cecilia elena rouse cecilia elena rouse @ceciliaerouse.

June 5, 2013

Postsecondary education in the United States faces a conundrum: Can we preserve access, help students learn more and finish their degrees sooner and more often, and keep college affordable for families, all at the same time? And can the higher education reforms currently most in vogue—expanding the use of technology and making colleges more accountable—help us do these things?

Since the 1960s, colleges and universities have worked hard to increase access to higher education. Fifty years ago, with the industrial economy booming—as Sandy Baum, Charles Kurose, and Michael McPherson write in the latest issue of the Future of Children —only 45 percent of young people went to college when they graduated from high school. Today, they note, at least 70 percent enroll in some form of postsecondary education. Women, who once accounted for little more than a third of the college population, now outnumber men on campus, and minorities and the poor have also seen many barriers to a college education fall. Certainly, we still have work to do—for example, advantaged children are still much more likely than children living in poverty to go to college, and to attend elite institutions when they do. Yet the gains in access have been remarkable.

Over the past decade, critics have increasingly questioned the quality of college education in the U.S. In particular, they have pointed to low completion rates—only about half of the people who enroll at a postsecondary institution complete a degree or certificate within six years. Yes, there are many reasons that students attend such institutions, but even among those who report that they aspire to earn at least a bachelor’s degree, only about 36 percent do so.

Most recently, the loudest debates in higher education have been about cost. When people talk about the cost of postsecondary education, they usually mean tuition. The most alarming recent increases have been in the “sticker price,” or the published cost of attending an institution. Sticker prices for full-time in-state students at public four-year colleges and universities increased 27.2 percent between 2007 and 2012, according to the College Board. But only about one-third of full-time students pay the sticker price; the other two-thirds of full-time students pay the “net price,” which is the sticker price minus grants and other forms of aid. On average, the net price is 70 percent less than the sticker price. Even so, the net price of college has also increased steeply, by 18 percent over the same five years.

Many people take the sharp rise in tuition costs as evidence that institutions of higher education are inefficient and growing more so—in other words, that colleges and universities are spending more and more money to deliver the same education. They argue that if we aggressively adopt technology and strengthen accountability, we can make colleges and universities more efficient, whether that means providing the same education for less money, or a better education for the same cost.

But, in truth, tuition—whether we’re talking about sticker price or net price—doesn’t really tell us how much a college education costs. As McPherson, who is president of the Spencer Foundation, pointed out recently at a conference at Princeton, an institution’s total expenditure per student is a much better measure of the cost of a college education. Based on 2012 data from the College Board, expenditures per student, especially at public institutions, have been relatively flat over the past decade, increasing by about 6.4 percent at four-year public institutions and actually decreasing at two-year public institutions. Tuition itself accounts for only a part of the total expenditure per student. At public institutions in particular, the rest is made up largely by state subsidies. What has changed in recent years is that state subsidies have fallen precipitously, meaning that parents and students are shouldering more of the cost through rising tuition payments. From 2000 to 2010, the portion of total expenditures covered by tuition at public institutions went from just over one-third to just over one-half, with subsidies falling accordingly. If we look at the cost of college this way, it’s unlikely that growing inefficiency is the main problem facing institutions of higher education; in fact, they are educating more students than ever and doing so at roughly the same cost per student. Nonetheless, few people expect state subsidies to rebound to their former levels. If college is to remain affordable, state institutions must seek ways to lower their cost per student so that they can keep tuition in check.

What are the prospects, then, that technology and accountability can help us rein in the rate of growth in tuition? Unfortunately, the answer isn’t clear.

Policymakers like to focus on advances in technology as a solution for the tuition crisis because a major component underlying the cost of a postsecondary education is the cost of paying the faculty. As long as the wages that faculty members could earn in other parts of the economy continue to increase, there will be upward pressure on the cost of educating students. But if we could use advanced technology to let each faculty member teach more students, we could lower the cost of a college education. However, no one wants such an increase in productivity to reduce the quality of the education that students receive. Therefore, if technology is to help us solve higher education’s quandary, it must provide education at a lower cost without lowering its quality.

We have scant evidence of whether e-learning is comparable in quality to traditional classroom instruction. However,  the best research so far suggests that in large lecture classes, at least, especially those that cover introductory material in some subjects, students learn just as well online as they do in “chalk and talk” classes. We know even less about the long-term cost of teaching in this way. On the one hand, once we pay the start-up and transition costs associated with adopting new technology and training faculty how to use it, the cost per student is likely to fall because faculty will be able to teach more students in larger classes. On the other hand, the best evidence about technology comes from its use in large lecture classes; we know much less about its effectiveness in smaller, typically more advanced courses, which are more expensive to teach by definition. We also have virtually no evidence about technology’s effectiveness in some disciplines, particularly the humanities. If technology can’t deliver the same education that students get in the classroom, what may look like a decrease in cost may actually be a decrease in quality. Thus before we know whether widespread adoption of technological tools is truly a promising approach to reducing the cost of a college education, we need more and better evidence about how these tools affect student learning, in which settings and for whom they work best, and how much they cost to implement and maintain.

Accountability

Policymakers are also talking about accountability as a way out of the postsecondary conundrum. Most public institutions receive state subsidies based on the number of students they enroll. Enrollment-based funding gives these colleges and universities a huge incentive to increase access, but far less incentive to boost completion rates and other measures of student success. On the heels of the movement to increase accountability in K-12 education, a lot of people, including President Obama, have been calling to make colleges and universities more accountable, most notably by tying some portion of state or federal funding to student completion or other measures of success—for example, how many graduates find jobs. Many states have already tried this, but the results have been disappointing (though it must be said, as Davis Jenkins and Olga Rodriguez write in the Future of Children , that much of the research on performance funding thus far has been qualitative rather than quantitative). One reason that performance funding hasn’t worked well may be that the percentage of aid that states have tied to performance has been quite low, meaning that institutions have had little to lose if they fail to meet performance targets. As a result, some reformers are calling for an even stronger connection between funding and accountability. Fair enough, and probably worth a try, but the bottom line is that we have yet to find solid evidence that tying appropriations to student success will produce the results we desire. And caution is in order: Unless such an approach is implemented and monitored carefully, it will create a perverse incentive for institutions to restrict admission to the students who are most likely to do well, thus potentially reversing the gains in access that we’ve worked so hard to achieve.

Despite the caveats I’ve presented here, I believe that both technology and accountability have their place in any effort to solve the postsecondary conundrum.

In the case of new technological tools to expand teaching productivity, we need to carefully study their effect on student learning, institutional stability, educational quality, and cost. It’s going to take some tinkering to build new models of technology-supported teaching that work as well as or better than a traditional classroom education, and we should not hesitate either to try promising approaches or to abandon those that fail to make the grade.

When it comes to imposing stronger accountability, we need comprehensive data systems and other ways to gather information that will give us a clearer, more scientifically sound picture of institutional performance than do the rough measures we use now, such as completion rates. Furthermore, measures of quality should never be the only criteria through which we reward or punish postsecondary institutions, not only because expanding access must remain a priority, but also because it is extremely unlikely that we will ever be able to capture all of postsecondary education’s beneficial outcomes through large-scale data. 

In the end, however, technology and accountability alone will not solve the postsecondary conundrum. As tuition costs rise, parents and prospective students are starting to question the value of the postsecondary institutions they’re considering, seeking better information about quality and completion rates, and making decisions based on hard financial realities. This kind of pressure from prospective students and their families is likely to be the most effective incentive of all.

Higher Education

Governance Studies

Brown Center on Education Policy

Jing Liu, Cameron Conrad, David Blazar

May 1, 2024

Vanessa Williamson

April 29, 2024

Sopiko Beriashvili, Michael Trucano

April 26, 2024

Beyond a bed: What this L.A. home offers young adults experiencing homelessness

Plagued by delays and errors, California’s colleges navigate FAFSA fiasco

How Fresno Unified is getting missing students back in class

Patrick Acuña’s journey from prison to UC Irvine | Video

Family reunited after four years separated by Trump-era immigration policy

School choice advocate, CTA opponent Lance Christensen would be a very different state superintendent

Black teachers: How to recruit them and make them stay

Lessons in higher education: California and beyond

Keeping California public university options open

Superintendents: Well-paid and walking away

The debt to degree connection

College in prison: How earning a degree can lead to a new life

Getting California kids to read: What will it take?

May 14, 2024

April 24, 2024

Is dual admission a solution to California’s broken transfer system?

March 21, 2024

Raising the curtain on Prop 28: Can arts education help transform California schools?

College & Careers

Postsecondary education should be a right for all

Lia Izenberg

May 6, 2021.

The pandemic is exacerbating an already wide chasm in opportunity and access to higher education in the Bay Area — and across the United States.

Before the pandemic, only 22% of students from low-income communities nationally earned a postsecondary degree, compared to 67% of their peers from high-income areas.

In the nine-county Bay Area, for adults age 25 and older, only 29% of Black and 22% of Latino people hold bachelor’s degrees compared with 60% of their white peers.

That was before the pandemic, and now it seems that even fewer California students are taking the steps to enroll in college during the coming year, and possibly beyond. According to a  recent EdSource article , college financial aid applications from students under 18 are considerably down compared to prior years, with just 314,855 students under age 18 submitting an application (27,522 fewer than in 2020) as of February 15.

One core issue contributing to this degree divide is the lack of access to high-quality college counseling for students, particularly those in low-income communities. Chronic low spending on counselors has led to extremely high counselor-to-student ratios.

In 2011, high school students received an average of only 38 minutes of college advising in their high school career. Since then, some districts that have invested in more counselors have seen improvement in college-going rates as a result, but these investments require tough trade-offs and are harder to make for lower-income districts that tend to have smaller budgets. California is 21st in the nation in per-pupil spending despite its high cost of living, which means districts have to make their dollars stretch farther.

In affluent communities, accessing support to plan postsecondary education isn’t a question — it’s a given. There, well-resourced high schools typically have robust college counseling programs, parents hire private college coaches or students already know what colleges they want to apply to and how to do so.

At this moment when the nation is paying more attention to deeply rooted inequities, we have an opportunity to reimagine what effective preparation for a postsecondary education can look like. We should focus on investing in postsecondary access and success in school districts that have not historically had the resources or vision to do so for every child . Postsecondary education should be the baseline expectation for all students.

This means systematically ensuring that every child, regardless of apparent interest, has access to a high-quality curriculum, advising, mentoring and data that help them make informed decisions about their futures and to apply, enroll and matriculate to a postsecondary institution.

There are many nonprofit and community-based programs that are working toward this goal; 10,000 Degrees and Destination College Advising Corps , for example, both do their work embedded within school buildings, and organizations like the Northern California College Promise Coalition are working to build momentum toward our shared goal of postsecondary success for all.

At OneGoal , the organization I head in the Bay Area, we offer a three-year program that starts as a G-Elective — one of the requirements for entry to the University of California and California State systems — during junior year, and continues through senior year and the first year of post-secondary education.

One of the students who participated in the course was Jorge Ramirez, now a freshman at Sacramento State. He told us that before knowing what his options were, he did not plan to go to college because he wasn’t motivated to enroll, and, more important, he didn’t see how he would find the funds to do so.

After he enrolled in the course in 2018, he learned about the FAFSA , a form to apply for college financial aid from the federal government, and the entire college application process. While he originally wanted to study engineering in college, he discovered his passion once in school and is now working on getting his bachelor’s degree with the goal of becoming a social worker.

Our experience suggests that by embedding postsecondary planning into the school day, along with equipping educators to act as mentors and supporters to students’ journeys, students like Jorge can have an equitable opportunity to attain their postsecondary aspirations.

But reversing chronic divestment requires systematic in vestment. We must take action now. That will require parents and community members backing and supporting school board members who place a high priority on postsecondary attainment.

It will also require looking closely at their school or district’s strategies for promoting postsecondary success, and advocating for plans that provide all children with support to pursue higher education.

As we’ve seen so clearly over the last year, the people’s voice matters. I hope that people all around the country will rise up to demand that postsecondary preparation be integrated into all schools as a matter of equity, and look forward to the day when a postsecondary degree or credential is a right for all.

Lia Izenberg is the executive director of OneGoal Bay Area .

The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our  guidelines  and  contact us .

To get more reports like this one, click here to sign up for EdSource’s no-cost daily email on latest developments in education.

Share Article

Comments (2)

Leave a comment, your email address will not be published. required fields are marked * *.

Click here to cancel reply.

XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Comments Policy

We welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy .

Daphne 3 years ago 3 years ago

As a high school teacher I have told my students that if I were graduating high school now, I would not go to 4 year college. It is not a guarantee to a good job anymore. Trade school and job experience are better investments, as is military service.

Robert Jaurequi 3 years ago 3 years ago

Excellent article!!!

EdSource Special Reports

Amid Israel-Hamas war, colleges draw lines on faculty free speech

The conflict in Gaza has rekindled efforts to control controversy and conversation on campuses. The UC system could be the latest to weigh in.

Dissent, no funding yet for statewide teacher training in math and reading

A bill sponsored by State Superintendent Tony Thurmond would provide math and reading training for all teachers. But money is scarce, and some English language advocates have problems with phonics.

Undoing overreliance on part-time faculty could reverse decline of California Community Colleges

Investing in a unified faculty model would remedy the California Community College system that is currently struggling to bring back the millions of students who have been pushed out of their colleges.

Dual admission programs a tool for addressing state’s transfer challenges, panel says

Panelists discussed dual admission as a solution for easing the longstanding challenges in California’s transfer system.

EdSource in your inbox!

Stay ahead of the latest developments on education in California and nationally from early childhood to college and beyond. Sign up for EdSource’s no-cost daily email.

Stay informed with our daily newsletter

• Tools and Resources
• Customer Services
• Original Language Spotlight
• Alternative and Non-formal Education 
• Cognition, Emotion, and Learning
• Curriculum and Pedagogy
• Education and Society
• Education, Change, and Development
• Education, Cultures, and Ethnicities
• Education, Gender, and Sexualities
• Education, Health, and Social Services
• Educational Administration and Leadership
• Educational History
• Educational Politics and Policy
• Educational Purposes and Ideals
• Educational Systems
• Educational Theories and Philosophies
• Globalization, Economics, and Education
• Languages and Literacies
• Professional Learning and Development
• Research and Assessment Methods
• Technology and Education
• Share This Facebook LinkedIn Twitter

Article contents

Effective practices for helping students transition to post-secondary education.

• Jenn de Lugt Jenn de Lugt University of Regina
• https://doi.org/10.1093/acrefore/9780190264093.013.1212
• Published online: 30 June 2020

Globally, more and more students with disabilities are choosing to continue on to post-secondary education following high school. Nevertheless, in comparison to their non-disabled peers, young people with disabilities are persistently underrepresented in this area. As with students without disabilities, a post-secondary diploma or degree will enhance opportunities for employment, both in terms of options and income. Bridging the gap between high school and post-secondary education can be daunting for most students, but with the added complexities associated with disabilities, the challenges will be intensified. Hence, a supportive and efficacious transition between secondary and post-secondary settings is not only helpful, but essential.

For post-secondary education to be inclusive, it must be accessible. To be accessible, the transition must support the student by taking into account their strengths, challenges, interests, and goals, while considering the post-secondary environment. Successful transition plans must be student-centered, collaborative, begin early, and include measured and specific steps that are individually designed to help individual students bridge the gap. Key elements and considerations include: (a) assessing the environment and the fit; (b) developing the student’s self-advocacy skills; (c) tailoring accommodations based on the academic, social, and independent living skills of the student; and (d) supporting the student emotionally and mentally through the transition and beyond. Additional considerations include the use of assistive technology, mentoring programs, and familiarizing the student with the environment in advance of the change. Although often considered the panacea for the many academic and organizational challenges faced by students with disabilities, assistive technology is most beneficial if introduced early; this allows the student to experiment, select, and become familiar with it before leaving high school. Mentorship programs and supports, both formal and informal, should be given careful consideration as effective means of facilitating the transition. In addition to the academic and social challenges, the disruption of routines and the unfamiliar aspects of the post-secondary environment can be particularly daunting for students with disabilities. To negotiate and mitigate these aspects it might be beneficial to create opportunities for the student to become familiar with the post-secondary institution before going there. By easing and supporting the transition of students with disabilities in these and other ways, some of the barriers they face are ameliorated. Affording equal opportunity for students with disabilities to progress to post-secondary education and the subsequent workforce is not only just, it is a moral obligation and essential to an inclusive society.

• disabilities
• transitions
• high school
• post-secondary education
• effective practices
• student-centered

You do not currently have access to this article

Please login to access the full content.

Access to the full content requires a subscription

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 01 May 2024

• Cookie Policy
• Privacy Policy
• Legal Notice
• Accessibility
• [66.249.64.20|81.177.182.174]
• 81.177.182.174

Character limit 500 /500

Shaping Young People’s Decision-Making About Post-School Pathways: Institutional and Personal Factors

• First Online: 21 April 2022

Cite this chapter

• Stephen Billett 10 ,
• Darryl Dymock 10 ,
• Steven Hodge 10 ,
• Sarojni Choy 10 &
• Anh Hai Le 10  

Part of the book series: Professional and Practice-based Learning ((PPBL,volume 32))

691 Accesses

1 Citations

The decisions that young people make about post-school pathways are becoming increasingly important because of implications for: (i) personal educational and employment trajectories and goals, (ii) allocation of educational resources, and (iii) meeting a range of community needs associated with the development of occupational capacities. Indeed, there is a growing and global concern that young people are disproportionately participating in higher education which comes at a cost to the level of participation in vocational education and the occupations it serves. This trend indicates a shift in young people’s aspirations and their preference for post-school pathways. However, there are implications and outcomes arising from this decision-making, leading to calls in many countries to redress this shift in post-school preferences. There are distinct implications both for young people who have identified a preferred occupation and those who remain undecided about them and the consequences for post-school pathways. Yet, without an elaboration of the societal factors and personal practices shaping and influencing that decision-making, it is difficult to know how to redress that situation. This review examines recent literature addressing the factors and practices shaping young people’s decision-making about those pathways. It identifies a complex intertwining of societal (i.e., institutional) and personal factors shaping this decision-making. Although societal factors (e.g., SES, location, gender) play important roles in this decision-making, it appears that the practices of parents, teachers and familiars are salient in this decision-making and, therefore, efforts to redress this issue. These findings suggest such practices need to be mediated by enhancing what is suggested by societal institutions (e.g., schools, government), familiars (teachers, parents) and more fully informing young people’s decision-making.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Aarkrog, V. (2020). The standing and status of vocational education and training in Denmark. Journal of Vocational Education and Training, 72 (2), 170–188.

Article   Google Scholar  

Australian Government Productivity Commission. (2017). Shifting the dial: 5-year productivity review . Retrieved from: www.pc.gov.au/inquiries/completed/productivity-review/report

Aypay, A. (2003). The tough choice at high school door: An investigation of the factors that lead students to general or vocational schools. International Journal of Educational Development, 23 (5), 517–527.

Baxter, J. (2017). Chapter 2: The career aspirations of young adolescent boys and girls. In Australian Institute of Family Studies (Ed.), The longitudinal study of Australian children annual statistical report 2016 . AIFS.

Google Scholar  

Becker, R., & Hecken, A. E. (2009). Why are working-class children diverted from universities? An empirical assessment of the diversion thesis. European Sociological Review, 25 (2), 233–250.

Bedson, L., & Perkins, D. (2006). A positive influence: Equipping parents to support young people's career transitions . Brotherhood of St Laurence.

Billett, S. (2009). Personal epistemologies, work and learning. Educational Research Review, 4 , 210–219.

Billett, S. (2011). Vocational education: Purposes, traditions and prospects . Springer.

Book   Google Scholar  

Billett, S. (2014). The standing of vocational education: Sources of its societal esteem and implications for its enactment. Journal of Vocational Education and Training, 66 (1), 1–21.

Billett, S. (2020). Perspectives on enhancing the status of vocational education and the occupations it serves. Journal of Vocational Education and Training, 72 (2), 161–169.

Billett, S., Choy, S., & Hodge, S. (2020). Enhancing the standing of vocational education and the occupations it serves: Australia. Journal of Vocational Education and Training, 72 (2), 270–296.

Bisson, R., & Stubley, W. (2017). After the ATAR: Understanding how Gen Z transition into further education and employment . Year13. Retrieved from https://youthsense.com.au/research

Bourdieu, P. (1986). The forms of capital. In G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.

Bowen, G., & Kidd, E. (2017). Career guidance: The missing link in school to work transitions . Youth Action.

Bowles, T. V., & Brindle, K. A. (2017). If ego identity is the envelope then adaptive change is the note to self: Scaffolding the career choices of adolescents. International Journal for Educational and Vocational Guidance, 17 (1), 5–18.

Bowman, D., Borlagdan, J., & Bond, S. (2015). Making sense of youth transitions from education to work . Brotherhood of St Laurence.

Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report . DEEWR.

Brown, J. (2017). In their words: Student choice in training markets – Victorian examples . NCVER.

Cedefop. (2014). Attractiveness of initial vocational education and training: Identifying what matters (Cedefop Research Paper No. 39). Publications Office of the European Union. Retrieved from https://www.cedefop.europa.eu/files/5539_en.pdf

Cedefop. (2017). European public opinion survey on vocational education and training (p. 62). Publications Office of the European Union. Cedefop Research Paper No. https://doi.org/10.2801/264585

Chesters, J. (2015). Pathways through secondary school in a comprehensive system: Does parental education and school attended affect students’ choice? International Journal of Training Research, 13 (3), 231–245.

Chesters, J. (2018). Educational trajectories: Parental education, pathways through senior secondary college and post-school outcomes in the Australian Capital Territory, Australia. International Journal of Training Research, 16 (1), 19–33.

Clarke, K. (2015). Careers education must be for all, not just those going to university. [online] The Conversation . Retrieved from: https://theconversation.com/careers-education-must-be-for-all-not-just-those-going-to-university-49217

Clarke, K., & Polesel, J. (2013). Strong on retention, weak on outcomes: The impact of vocational education and training in schools. Discourse: Studies in the Cultural Politics of Education, 34 (2), 259–273.

Clement, U. (2014). Improving the image of technical and vocational education and training . Federal Ministry for Economic Co-operation and Development. Retrieved from https://www.dcdualvet.org/wp-content/uploads/2014_GIZ_Improving-the-Image-of-Technical-and-Vocational-Education-and-Training_A-synthesis.pdf

Crawford, M. B. (2000). Shop class as soulcraft . Penguin Press.

Creed, P. A., Patton, W., & Hood, M. (2010). Career development and personal functioning differences between work-bound and non-work bound students. Journal of Vocational Behavior, 76 (1), 37–41.

Cuconato, M. (2017). School to work transitions in Europe: Choice and constraints. Educational Research for Policy and Practice, 16 (1), 43–59.

Dalley-Trim, L., & Alloway, N. (2010). Looking “outward and onward” in the outback: Regional Australian students’ aspirations and expectations for their future as framed by dominant discourses of further education and training. The Australian Educational Researcher, 37 (2), 107–125.

Dalley-Trim, L., Alloway, N., & Walker, K. (2008). Secondary school students’ perceptions of, and the factors influencing their decision-making in relation to, VET in schools. The Australian Educational Researcher, 35 (2), 55–69.

Deissinger, T. (2005). Links between vocational education and training (VET) and higher education: The case of Germany. In J. Gallacher & M. Osborne (Eds.), A contested landscape: International perspectives on diversity in mass higher education (pp. 92–107). NIACE.

Deissinger, T., & Ott, M. (2016). Tertiarisation of vocational education and training and its implications – Problems and issues in Germany and France. In S. Bohlinger, T. K. A. Dang, & M. Klatt (Eds.), Education policy: Mapping the landscape of scope (pp. 268–296). Peter Lang. https://doi.org/10.3726/978-3-653-05044-8

Chapter   Google Scholar  

Dewey, J. (1916). Democracy and education . The Free Press.

Fowler, C. (2017). The Boundaries and connections between the VET and higher education sectors: “Confused, contested and collaborative” (Occasional paper). NCVER.

Fuller, C., McCrum, E., & Macfadyen, T. (2014). Teachers’ knowledge and experiences of information advice and guidance: Some implications for the current policy context in England. Education Inquiry, 5 (22).

Galliott, N. (2017). Online career guidance: Does knowledge equate to power for high school students? Journal of Psychologists and Counsellors in Schools, 27 (2), 190–207.

Galliott, N., & Graham, L. J. (2015). School based experiences as contributors to career decision-making: Findings from a cross-sectional survey of high-school students. The Australian Educational Researcher, 42 (2), 179–199.

Galliott, N., Graham, L. J., & Sweller, N. (2015). Who struggles most in making a career choice and why? Findings from a cross-sectional survey of Australian high-school students. Journal of Psychologists and Counsellors in Schools, 25 (2), 133–151.

Gaylor, L., & Nicol, J. J. (2016). Experiential high school career education, self-efficacy, and motivation. Canadian Journal of Education, 39 (2).

Gemici, S., Bednarz, A., Karmel, T., & Lim, P. (2014). The factors affecting the educational and occupational aspirations of young Australians . NCVER.

Ginevra, M. C., Nota, L., & Ferrari, L. (2015). Parental support in adolescents’ career development: Parents' and children's perceptions. The Career Development Quarterly, 63 (1), 2–15.

Gore, J., Ellis, H., Fray, L., Smith, M., Lloyd, A., Berrigan, C., Lyell, A., Weaver, N., & Holmes, K. (2017). Choosing VET: Investigating the VET aspirations of school students . NCVER.

Gore, J., Holmes, K., Smith, M., Lyell, A., Ellis, H., & Fray, L. (2015a). Choosing university: The impact of schools and schooling . Final report to the National Centre for Student Equity in Higher Education. University of Newcastle.

Gore, J., Holmes, K., Smith, M., Southgate, E., & Albright, J. (2015b). Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions. The Australian Educational Researcher, 42 (2), 155–177.

Gutman, L. M., & Schoon, I. (2012). Correlates and consequences of uncertainty in career aspirations: Gender differences among adolescents in England. Journal of Vocational Behavior, 80 (3), 608–618.

Hargreaves, J., & Osborne, K. (2017). Choosing VET: Aspirations, intention and choice . NCVER.

Hawkins, C. (2014). The Graduate, the Globetrotter and the Good Samaritan: Adolescent girls’ visions of themselves in early adulthood. The Australian Educational Researcher, 41 (5), 565–583.

Hawkins, C.-L. (2017). Do aspirations really matter? Australian & International Journal of Rural Education, 27 (3).

Haybi-Barak, M., & Shoshana, A. (2020). Separatist biopolitics: The dual discourse of the vocational education policy in Israel. Journal of Vocational Education and Training, 72 (2), 297–314.

Haywood, H., & Scullion, R. (2018). ‘It’s quite difficult letting them go, isn’t it?’ UK parents’ experiences of their child’s higher education choice process. Studies in Higher Education, 43 (12), 2161–2175.

Hiim, H. (2020). The quality and standing of school-based Norwegian VET. Journal of Vocational Education and Training, 72 (2), 228–249.

Hlaďo, P., & Ježek, S. (2018). Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia Paedagogica, 23 (2), 101–135.

Homel, J., & Ryan, C. (2014). Educational outcomes: The impact of aspirations and the role of student background characteristics . NCVER.

Krause, K.-L., Vick, M., Boon, H., Bland, D. C., & Clark, J.-A. (2009). A fair go beyond the school gate? Systemic factors affecting participation and attainment in tertiary education by Queensland students from LSES backgrounds . Queensland Department of Education and Training.

Lamb, S., Maire, Q., Walstab, A., Newman, G., Doecke, E., & Davies, M. (2018). Improving participation and success in VET for disadvantaged learners . Research report, National Centre for Vocational Education Research (NCVER).

Lasonen, J., & Manning, S. (2000). How to improve the standing of vocational compared to general education. A collaborative investigation of strategies and qualifications across Europe . Training in Europe. Second Report on vocational training research in Europe.

Lidström, L., Holm, A. S., & Lundström, U. (2014). Maximising opportunity and minimising risk? Young people’s upper secondary school choices in Swedish quasi-markets. Young, 22 (1), 1–20.

Martínez-Morales, I., & Marhuenda-Fluixá, F. (2020). Vocational education and training in Spain: Steady improvement and increasing value. Journal of Vocational Education and Training, 72 (2), 209–227.

Maxwell, G., Cooper, M., & Biggs, N. (2000). How people choose vocational education and training programs: Social, educational and personal influences on aspiration . NCVER.

McIlveen, P., Morgan, T., & Bimrose, J. (2012). A longitudinal study of the experience of a career development program for rural school students. Australian Journal of Career Development, 21 (1), 22–30.

Nägele, C., & Stalder, B. E. (2018). Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) . Paper presented at the Proceedings of the European Conference on Educational Research (ECER), Bolzano.

Noonan, P., & Pilcher, S. (2018). Participation in tertiary education in Australia: Modelling and scenario analysis . Mitchell Institute, Victoria University.

Organisation for Economic Co-operation and Development. (1996). The knowledge-based economy . OECD.

Oymak, C., & Hudson, L. (2018). High School Students' Views on Who Influences Their Thinking about Education and Careers (Stats in Brief. NCES 2018-088). U.S. Department of Education, National Center for Education Statistics.

Parliament of Victoria Economic, Education, Jobs and Skills Committee. (2018). Inquiry into career advice activities in Victorian schools . Retrieved from https://www.parliament.vic.gov.au/images/stories/committees/eejsc/Career_Advice_Activities/EEJSC_58-04_Text_WEB.pdf

Phillips, M. (2012). Why Should We Care About Vocational Education? Edutopia. Retrieved from: www.edutopia.org/blog/vocational-education-benefits-mark-phillips

Pilcher, S., & Torii, K. (2018). Crunching the number: Exploring the use and usefulness of the Australian Tertiary Admission Rank (ATAR) (Mitchell Institute paper No. 01/2018). Mitchell Institute, Victoria University.

Powers, S., & Myers, K. (2017). Vocational anticipatory socialization: College students’ reports of encouraging/ discouraging sources and messages. Journal of Career Development, 44 (5), 409–424.

Rainey, L., Rainey, L. M., Simons, M., Pudney, V., Pudney, V. A., & Hughes, E. (2008). What choice? An evaluation of career development services for young people . NCVER.

Rintala, H., & Nokelainen, P. (2020). Standing and attractiveness of vocational education and training in Finland: Focus on learning environments. Journal of Vocational Education and Training, 72 (2), 250–269.

Rose, M. (2004). The mind at work: Valuing the intelligence of the American worker . Viking Press.

Rothman, S., & Hillman, K. (2008). Career advice in Australian secondary schools: Use and usefulness (LSAY research reports, no. 53). ACER.

Searle, J. R. (1995). The construction of social reality . Penguin.

Sennett, R. (2008). The craftsman . Yale University Press.

Sikora, J. (2018). Aimless or flexible? Does uncertainty in adolescent occupational expectations matter in young adulthood? Australian Journal of Education, 62 (2), 154–168.

Snowden, C., & Lewis, S. (2015). Mixed messages: Public communication about higher education and non-traditional students in Australia. Higher Education, 70 (3), 585–599.

Stalder, B. E., & Lüthi, F. (2020). Job resources and career success of IVET graduates in Switzerland: A different approach to exploring the standing of VET. Journal of Vocational Education and Training, 72 (2), 189–208.

Tomaszewski, W., Perales, F., & Xiang, N. (2017). School experiences, career guidance, and the university participation of young people from three equity groups in Australia . National Centre for Student Equity in Higher Education (NCSEHE), Curtin University.

Torii, K., & O’Connell, M. (2017). Preparing young people for the future of work (Mitchell Institute policy paper no. 01/2017). Mitchell Institute, Victoria University.

Ule, M., Živoder, A., & du Bois-Reymond, M. (2015). ‘Simply the best for my children’: Patterns of parental involvement in education. International Journal of Qualitative Studies in Education, 28 (3), 329–348.

UNESCO. (2018). Work-based learning programmes for young people in the Arab region: A comparative and longitudinal analysis – A synthesis report . Retrieved from Beurit: https://unevoc.unesco.org/up/vc_synthesis_21.pdf

UNESCO-UNEVOC. (2018). Short summary of the Virtual Conference on improving the image of TVET: Making TVET attractive to youth . Retrieved from https://vocationsandlearning.files.wordpress.com/2019/10/vc_synthesis_21_final.pdf

Universities Australia. (2008). A National Internship Scheme: Enhancing the skills and work-readiness of Australian university graduates (Universities Australia position paper no. 3/08). Universities Australia.

Webb, S., Black, R., Morton, R., Plowright, S., & Roy, R. (2015). Geographical and place dimensions of post-school participation in education and work . NCVER.

Walther, A., Warth, A., Ule, M., & du Bois-Reymond, M. (2015). ‘Me, my education and I’: Constellations of decision-making in young people’s educational trajectories. International Journal of Qualitative Studies in Education, 28 (3), 349–371.

Wolf, A. (2011). Review of vocational education: The Wolf report . Department of Education. Retrieved from www.education.gov.uk/publications/eOrderingDownload/The%20Wolf%20Report.pdf

Wolf, A., Dominguez-Reig, G., & Sellen, P. (2016). Remaking tertiary education: Can we create a system that is fair and fit for purpose? Education Policy Institute. Retrieved from: http://epi.org.uk/report/remaking-tertiary-education-can-we-create-a-system-that-is-fair-and-fit-for-purpose/#

Wyman, N., McCrindle, M., Whatmore, S., Gedge, J., & Edwards, T. (2017). Perceptions are not reality: Myths, realities & the critical role of vocational education & training in Australia . Skilling Australia Foundation.

Download references

Author information

Authors and affiliations.

Griffith University, Brisbane, QLD, Australia

Stephen Billett, Darryl Dymock, Steven Hodge, Sarojni Choy & Anh Hai Le

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Stephen Billett .

Editor information

Editors and affiliations.

School of Education & Professional Studies, Griffith University, Brisbane, QLD, Australia

Stephen Billett

Institute of Upper Secondary Education, Bern University of Teacher Education, Bern, Switzerland

Barbara Elisabeth Stalder

Danish School of Education, Aarhus University, Copenhagen, Denmark

Vibe Aarkrog

Sarojni Choy

Steven Hodge

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Billett, S., Dymock, D., Hodge, S., Choy, S., Le, A.H. (2022). Shaping Young People’s Decision-Making About Post-School Pathways: Institutional and Personal Factors. In: Billett, S., Stalder, B.E., Aarkrog, V., Choy, S., Hodge, S., Le, A.H. (eds) The Standing of Vocational Education and the Occupations It Serves. Professional and Practice-based Learning, vol 32. Springer, Cham. https://doi.org/10.1007/978-3-030-96237-1_6

Download citation

DOI : https://doi.org/10.1007/978-3-030-96237-1_6

Published : 21 April 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-96236-4

Online ISBN : 978-3-030-96237-1

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Research Outline

Post-secondary education decisions, early findings, online courses.

• The preference for online degrees has exploded in popularity in recent times. According to an article published by the Brookings Institution, enrollment in online courses has increased about four-fold in the last 15 years. More students are now choosing to pursue cheap and flexible online courses in contrast to the ever-increasing on-campus learning fees .
• This particular trend is also fostered by the inability of universities to evolve their core programs fast enough to meet up with current industry demands. In a recent report by the BLS , the mismatch in employer needs and employee skills is leaving over seven million jobs unfilled in the U.S. — a niche online courses are especially known to cater to via their various specialized and ever-evolving courses and degrees.

Ease of the College Degree Requirement

• In some large tech companies such as Google and Apple, prospective employees are no longer required to possess a university degree for certain job roles, with more companies favoring unique skills than a person's pedigree or educational background. According to an article by CNBC , job-seekers without a degree have an increased chance of finding employment in today’s job market.
• The emerging trend will likely influence student's post-secondary education decisions as more individuals are increasingly becoming aware of the cost of higher education and weighing their options more carefully. According to a study by the Institute for Fiscal Studies, an increase of $1,243 in tuition fees is associated with a decline of 3.9 percentage points in the rate at which recent school-leavers choose to go on to university.

PROPRIETARY DATABASE SEARCH RESULTS

• Higher Education

Post-Secondary Education: The Educational Beyond High School

Post-secondary education emerges as a transformative phase, beckoning individuals to explore a vast array of opportunities beyond the confines of high school. Understanding the intricacies of post-secondary education, delving into its varied applications, exploring concrete examples, and unraveling the terminologies associated with this educational realm can significantly empower individuals as they embark on this enriching journey.

Defining the Essence of Post-Secondary Education

It is also commonly referred to as tertiary or higher education and is a broad term encapsulating diverse learning experiences that follow the completion of secondary schooling. It signifies a pivotal shift from the generalized nature of high school education to a more specialized and in-depth exploration of academic and professional interests. This phase lays the foundation for advanced knowledge acquisition, skill development, and the pursuit of specialized qualifications that extend beyond the parameters of secondary education.

Examples Illuminating the Diversity of Post-Secondary Education:

1. universities and colleges.

The traditional pursuit of a bachelor’s degree remains one of the most prevalent paths in post-secondary education. Universities and colleges offer extensive programs spanning an array of disciplines, providing students with the opportunity to specialize in subjects aligned with their passions and career aspirations.

2. Community Colleges

Serving as accessible gateways to higher education, community colleges offer two-year associate degree programs. These programs often act as stepping stones for individuals intending to transition to a four-year university, providing a cost-effective and flexible alternative.

3. Vocational and Technical Schools

For those inclined towards hands-on learning and specific vocational training, vocational and technical schools present tailored programs in trades, technology, healthcare, and other specialized fields. These institutions prioritize practical skill development, preparing students for direct entry into the workforce.

4. Professional Certifications

Acknowledging the evolving landscape of professions, this education also includes avenues for acquiring professional certifications. These certifications validate expertise in specific areas, enhancing an individual’s employability and professional credibility.

5. Online Learning Platforms

The digital revolution has ushered in an era of flexibility and accessibility through online learning platforms. Massive Open Online Courses (MOOCs) and digital certifications provide learners worldwide with the opportunity to engage in post-secondary education without geographical constraints.

Applications:

1. career advancement.

One of the primary applications of this education lies in the realm of career advancement . Many professions demand specialized knowledge and skills that can be acquired through higher education, positioning individuals for advanced and fulfilling career opportunities.

2. Skill Development

Post-secondary education, whether through traditional degree programs or vocational training, places a strong emphasis on skill development. These acquired skills enhance an individual’s competitiveness in the dynamic job market, contributing to professional success.

3. Research and Innovation

Universities, as key players in post-secondary, contribute significantly to research and innovation. The pursuit of advanced degrees fosters an environment of inquiry, critical thinking, and discovery, resulting in advancements across diverse fields.

4. Personal Growth

Beyond the academic and professional realms, post-secondary education fosters personal growth. It encourages critical thinking, independence, and a broader understanding of the world, shaping individuals into well-rounded contributors to society.

Terminologies: Navigating the Lexicon of Higher Education:

• Undergraduate: Refers to students pursuing their first degree, typically a bachelor’s degree.

• Graduate: Encompasses students pursuing advanced degrees beyond the undergraduate level, such as master’s or doctoral degrees.
• Degree Programs: Structured courses of study leading to academic degrees. Common types include Associate, Bachelor’s, Master’s, and Doctorate.
• Semester/Quarter: Academic terms during which courses are offered, with varying lengths of duration.
• Major/Minor: The primary subject of study (major) and secondary area of focus (minor) within a degree program.
• Alumni: Individuals who have graduated from a particular institution, forming a network of former students.

The Decision-Making Process:

Embarking on the journey of post-secondary education necessitates thoughtful consideration of various factors:

• Career Goals: Identifying career paths aligned with personal interests and aspirations is crucial. Certain professions may require specific degrees or certifications.

• Learning Preferences: Considering the preferred learning environment—be it a traditional campus, online platform, or hands-on vocational training—helps match individual learning styles.
• Financial Planning: Evaluating the cost of education, potential financial aid options, and the return on investment in terms of future career opportunities aids in informed decision-making.
• Researching Institutions: Exploring institutions that offer programs aligned with career goals involves considerations such as faculty reputation, available resources, and industry connections.
• Personal Development: Reflecting on how post-secondary education can contribute not only to professional growth but also to personal development and fulfillment is paramount.

Post-secondary education unveils a dynamic and multifaceted landscape, offering diverse avenues for individuals to explore and excel. Whether pursuing a traditional degree, vocational training, or digital certifications, the journey beyond high school holds transformative potential. Informed decision-making, alignment with personal goals, and a commitment to lifelong learning are pivotal in navigating the intricate terrain of post-secondary education, ensuring a fulfilling and impactful educational journey.

Most Popular Stories

Teacher Stipend, Early Childhood Education Cut in Louisiana Budget Proposal

Louisiana lawmakers are moving forward with a state budget proposal that has stirred controversy and concern among educators and advocates.

Best-Selling Books: Insights into Literary Success

Books, some of which are special, can stand out in this world attracting readers that are thousands in other parts

California Charter School Battles Intensify Amid Squeezed Education Finances

Source-Press Telegram California’s public education system, home to nearly 6 million students, is grappling with a complex financial crisis, with

Balancing Innovation and Accountability: Transgenic Organisms in Biotechnology

Biotech bigwigs love transgenic organisms. In essence, what they are referring to is genetically modified organisms (GMOs) which have been

Maryland’s Blueprint Education Funding: A Comprehensive Look at Fiscal Allocations

As Maryland lawmakers approved the substantial $63 billion fiscal year 2025 budget earlier this month, attention has turned to the

Gov. Kemp Signs Education Bills: Impact on Georgia Schools Explained

Georgia Governor Brian Kemp's proactive stance towards education reform took center stage this week as he signed a series of

Redefining Higher Education: The Proposal to Transform Colleges with AI and Administrative Focus

In a bold proposal aimed at revolutionizing higher education, a veteran professor suggests a radical restructuring of colleges like Pomona

The Transformative Power of Hospitality Education

In today’s dynamic and interconnected world, the hospitality industry stands out as a vibrant and ever-evolving sector. With globalization breaking

Join Our Newsletter!

Get the latest education updates delivered to your inbox.

Future Education Magazine is an exceptional source of knowledge and resources for those looking to choose the right path in education. Whether you are a student, parent, educator, or education enthusiast, our magazine is committed to providing you with insightful and valuable content.

• Professional Courses
• Privacy Policy
• Terms & Conditions
• [email protected]
• +1 (408) 520-9503
• 3277 S White Rd #41 San Jose, CA 95148, United States

Copyright © 2024: Future Education Magazine | All rights reserved.

• Type a title or code for matches
• No quick matches found
• Search for keyword results

Education Teachers, Postsecondary 25-1081.00 Updated 2024

Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education, and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Sample of reported job titles: Adjunct Instructor, Assistant Professor, Associate Professor, Education Instructor, Education Professor, Faculty Member, Instructor, Lecturer, Professor, Special Education Professor

See the easy-read overview for Education Teachers, Postsecondary at My Next Move

See the easy-read overview for education teachers, postsecondary at my next move for veterans, ver la perspectiva general fácil de leer para profesores de educación de nivel postsecundario en mi próximo paso, occupation-specific information, technology skills, occupational requirements, work activities, detailed work activities, work context, experience requirements, training & credentials.

• Apprenticeship

Worker Requirements

Worker characteristics, work values, work styles, workforce characteristics.

• Wages & Employment
• Job Openings

More Information

Related occupations, professional associations.

• Prepare course materials, such as syllabi, homework assignments, and handouts. Related occupations
• Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media. Related occupations
• Compile, administer, and grade examinations, or assign this work to others. Related occupations
• Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences. Related occupations
• Supervise students' fieldwork, internship, and research work. Related occupations
• Evaluate and grade students' class work, assignments, and papers. Related occupations
• Prepare and deliver lectures to undergraduate or graduate students on topics such as children's literature, learning and development, and reading instruction. Related occupations
• Initiate, facilitate, and moderate classroom discussions. Related occupations
• Collaborate with colleagues to address teaching and research issues. Related occupations
• Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction. Related occupations
• Maintain regularly scheduled office hours to advise and assist students. Related occupations
• Advise students on academic and vocational curricula and on career issues. Related occupations
• Participate in student recruitment, registration, and placement activities. Related occupations
• Maintain student attendance records, grades, and other required records. Related occupations
• Perform administrative duties, such as serving as department head. Related occupations
• Select and obtain materials and supplies, such as textbooks. Related occupations
• Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues. Related occupations
• Write grant proposals to procure external research funding. Related occupations
• Serve as a liaison between the university and other governmental and educational agencies. Related occupations
• Advise and instruct teachers employed in school systems by providing activities, such as in-service seminars. Related occupations
• Participate in campus and community events. Related occupations
• Compile bibliographies of specialized materials for outside reading assignments. Related occupations
• Act as advisers to student organizations. Related occupations
• Provide professional consulting services to government or industry. Related occupations

back to top

• Calendar and scheduling software Related occupations
• Data base user interface and query software — Blackboard software Related occupations
• Information retrieval or search software — DOC Cop; iParadigms Turnitin Related occupations
• Internet browser software — Web browser software Related occupations
• Optical character reader OCR or scanning software — Image scanning software Related occupations
• Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. Related occupations
• Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Related occupations
• Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. Related occupations
• Judging the Qualities of Objects, Services, or People — Assessing the value, importance, or quality of things or people. Related occupations
• Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Related occupations
• Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. Related occupations
• Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. Related occupations
• Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. Related occupations
• Working with Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. Related occupations
• Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Related occupations
• Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. Related occupations
• Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. Related occupations
• Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used. Related occupations
• Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. Related occupations
• Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. Related occupations
• Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. Related occupations
• Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. Related occupations
• Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. Related occupations
• Communicating with People Outside the Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. Related occupations
• Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. Related occupations
• Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others. Related occupations
• Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks. Related occupations
• Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. Related occupations
• Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. Related occupations
• Providing Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. Related occupations
• Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. Related occupations
• Research topics in area of expertise. Related occupations
• Develop instructional materials. Related occupations
• Write articles, books or other original materials in area of expertise. Related occupations
• Evaluate student work. Related occupations
• Administer tests to assess educational needs or progress. Related occupations
• Attend training sessions or professional meetings to develop or maintain professional knowledge. Related occupations
• Prepare tests. Related occupations
• Stay informed about current developments in field of specialization. Related occupations
• Supervise student research or internship work. Related occupations
• Guide class discussions. Related occupations
• Develop instructional objectives. Related occupations
• Evaluate effectiveness of educational programs. Related occupations
• Advise students on academic or career matters. Related occupations
• Perform student enrollment or registration activities. Related occupations
• Promote educational institutions or programs. Related occupations
• Maintain student records. Related occupations
• Direct department activities. Related occupations
• Order instructional or library materials or equipment. Related occupations
• Select educational materials or equipment. Related occupations
• Serve on institutional or departmental committees. Related occupations
• Collaborate with other agencies and institutions to coordinate educational matters. Related occupations
• Write grant proposals. Related occupations
• Advise educators on curricula, instructional methods, or policies. Related occupations
• Train staff members. Related occupations
• Plan community programs or activities for the general public. Related occupations
• Compile specialized bibliographies or lists of materials. Related occupations
• Electronic Mail — 100% responded “Every day.” Related occupations
• Freedom to Make Decisions — 86% responded “A lot of freedom.” Related occupations
• Indoors, Environmentally Controlled — 89% responded “Every day.” Related occupations
• Face-to-Face Discussions — 72% responded “Every day.” Related occupations
• Structured versus Unstructured Work — 71% responded “A lot of freedom.” Related occupations
• Contact With Others — 53% responded “Constant contact with others.” Related occupations
• Work With Work Group or Team — 53% responded “Extremely important.” Related occupations
• Importance of Being Exact or Accurate — 55% responded “Very important.” Related occupations
• Duration of Typical Work Week — 65% responded “More than 40 hours.” Related occupations
• Coordinate or Lead Others — 54% responded “Extremely important.” Related occupations
• Telephone — 41% responded “Every day.” Related occupations
• Deal With External Customers — 32% responded “Extremely important.” Related occupations
• Frequency of Decision Making — 58% responded “Every day.” Related occupations
• Public Speaking — 82% responded “Once a week or more but not every day.” Related occupations
• Impact of Decisions on Co-workers or Company Results — 46% responded “Very important results.” Related occupations
• Spend Time Sitting — 27% responded “Continually or almost continually.” Related occupations
• Level of Competition — 46% responded “Moderately competitive.” Related occupations
• Letters and Memos — 33% responded “Once a week or more but not every day.” Related occupations
• Time Pressure — 39% responded “Once a week or more but not every day.” Related occupations
• Responsibility for Outcomes and Results — 31% responded “High responsibility.” Related occupations
• Spend Time Making Repetitive Motions — 37% responded “Continually or almost continually.” Related occupations
• Importance of Repeating Same Tasks — 36% responded “Very important.” Related occupations
• Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 41% responded “Continually or almost continually.” Related occupations

Apprenticeship Opportunities

• Speaking — Talking to others to convey information effectively. Related occupations
• Reading Comprehension — Understanding written sentences and paragraphs in work-related documents. Related occupations
• Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Related occupations
• Instructing — Teaching others how to do something. Related occupations
• Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. Related occupations
• Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. Related occupations
• Writing — Communicating effectively in writing as appropriate for the needs of the audience. Related occupations
• Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. Related occupations
• Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. Related occupations
• Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Related occupations
• Time Management — Managing one's own time and the time of others. Related occupations
• Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. Related occupations
• Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. Related occupations
• Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. Related occupations
• Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. Related occupations
• Coordination — Adjusting actions in relation to others' actions. Related occupations
• Service Orientation — Actively looking for ways to help people. Related occupations
• Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. Related occupations
• English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Related occupations
• Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Related occupations
• Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins. Related occupations
• Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Related occupations
• Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. Related occupations
• Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. Related occupations
• Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Related occupations
• Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. Related occupations
• Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. Related occupations
• Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. Related occupations

How much education does a new hire need to perform a job in this occupation? Respondents said:

• 90%   responded: Doctoral degree required
• 9%   responded: Master’s degree required
• 1%   responded: Bachelor’s degree required
• Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Related occupations
• Speech Clarity — The ability to speak clearly so others can understand you. Related occupations
• Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Related occupations
• Written Comprehension — The ability to read and understand information and ideas presented in writing. Related occupations
• Written Expression — The ability to communicate information and ideas in writing so others will understand. Related occupations
• Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. Related occupations
• Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). Related occupations
• Near Vision — The ability to see details at close range (within a few feet of the observer). Related occupations
• Speech Recognition — The ability to identify and understand the speech of another person. Related occupations
• Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. Related occupations
• Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. Related occupations
• Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). Related occupations
• Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). Related occupations
• Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. Related occupations
• Social — Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. Related occupations
• Investigative — Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service. Related occupations
• Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. Related occupations
• Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. Related occupations
• Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. Related occupations
• Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. Related occupations
• Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. Related occupations
• Initiative — Job requires a willingness to take on responsibilities and challenges. Related occupations
• Integrity — Job requires being honest and ethical. Related occupations
• Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. Related occupations
• Persistence — Job requires persistence in the face of obstacles. Related occupations
• Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. Related occupations
• Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. Related occupations
• Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. Related occupations
• Self-Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Related occupations
• Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. Related occupations
• Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. Related occupations
• Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. Related occupations
• Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high-stress situations. Related occupations
• Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. Related occupations
• Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job. Related occupations

Wages & Employment Trends

Source: Bureau of Labor Statistics 2023 wage data external site and 2022-2032 employment projections external site . “Projected growth” represents the estimated change in total employment over the projections period (2022-2032). “Projected job openings” represent openings due to growth and replacement.

Job Openings on the Web

• 25-3011.00 Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• 25-1122.00 Communications Teachers, Postsecondary
• 11-9033.00 Education Administrators, Postsecondary
• 25-1192.00 Family and Consumer Sciences Teachers, Postsecondary
• 25-9031.00 Instructional Coordinators
• 25-1082.00 Library Science Teachers, Postsecondary
• 25-1113.00 Social Work Teachers, Postsecondary
• 25-1067.00 Sociology Teachers, Postsecondary
• 25-9044.00 Teaching Assistants, Postsecondary

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

Actively assisted with the O*NET data collection, helping to identify occupational experts who can be surveyed about their work in the occupation.

• ACSD external site
• American Association of Colleges for Teacher Education external site
• American Counseling Association external site
• American Educational Research Association external site
• American Psychological Association external site
• Association of Teacher Educators external site
• Council for Exceptional Children external site
• Council of Graduate Schools external site
• International Literacy Association external site
• Kappa Delta Pi, International Honor Society in Education external site
• National Association for the Education of Young Children external site
• National Council of Teachers of English external site
• National Council of Teachers of Mathematics external site
• National Science Teaching Association external site
• Phi Delta Kappa International external site

Accreditation, Certification, & Unions

• National Education Association external site

Empowering Black Learners: Insights from the Inaugural Black Learner Excellence Summit

April 30, 2024

By City Colleges of Chicago

Share this story

City Colleges of Chicago, LevelUp, Achieving the Dream (ATD), and the University of Chicago Inclusive Economy Lab (IEL) came together with leaders in higher education to understand barriers to Black learner post-secondary access and success, strengthen understanding of national data, amplify emerging best practices, and build a community to support Black learner excellence.  

“Today is an opportunity to explore how each of us can best support Black students,” said City Colleges Chancellor Juan Salgado. “While there is good work happening, there is much more to do. Black student success is central to our mission at City Colleges. If we truly want to have a city that takes pride in its ability to have racial equity and opportunity in our city, Black learner excellence is central, and City Colleges is central to getting us there.”   

The day-long summit was packed with data-focused disruptors, all focused on Black learner outcomes, including Dr. Karen Stout of Achieving the Dream, Dr. Keith Curry from LevelUp, Dr. Brandon Nichols from Olive-Harvey College, Dr. Kafi Moragne-Patterson, Courtney Washington, and Carmelo Barbaro from UChicago’s Inclusive Economy Lab, Dominique “Dom” McKoy from University of Chicago’s To & Through Project, President Z. Scott from Chicago State University, Dr. Kimberly Hollingsworth from Olive-Harvey College, Dr. Shawn Jackson from Harry S Truman College, President David Sanders from Malcolm X College, Dr. Katonja Webb Walker from Kennedy-King College, and Dr. Aarti Dhupelia from City Colleges of Chicago.  

City Colleges of Chicago Executive Vice Chancellor-Chief Student Experience Officer Aarti Dhupelia closed the summit with some actionable takeaways, saying, “There are proof points of what works. We prioritize Black learner excellence in budgets, we honor student voices and experience as we set priorities, we build relationships and a culture of care for our students.”  

This inaugural Black Learner Excellence Summit was presented by Achieving the Dream, The UChicago Inclusive Economy Lab, The Joyce Foundation, The ECMC Foundation, HCM Strategists, Equity Avengers, and Level Up.  

Black Learner Excellence Summit

Tuesday, April 30, 2024

Related News

City Colleges Celebrates 2024 Luminary Award Recipients

April 26, 2024

For the past seven years, City Colleges of Chicago has honored those in our community who make our classrooms and offices brighter. From faculty members...

City Colleges Celebrates Class of 2024 Star Scholars at Annual Cording Ceremony

April 25, 2024

On Wednesday, April 24, 2024, City Colleges of Chicago recognized a special group of students—those who are earning their associate degrees during the 2023-24 academic...

Malcolm X Radiography Students Earn First Place at State Competition

April 12, 2024

Malcolm X College’s Radiography program prepares students for in-demand careers in the x-ray field. However, even before earning their degrees, four students are already getting...

Why Work-Based Learning Works: Chancellor Salgado Shares Insights in Washington, D.C.

March 11, 2024

“Apprenticeship programs work” was the key sentiment shared by the four panelists who took part in the “Postsecondary Pathways Reimagined” discussion at Business Roundtable’s CEO...

The Federal Register

The daily journal of the united states government, request access.

Due to aggressive automated scraping of FederalRegister.gov and eCFR.gov, programmatic access to these sites is limited to access to our extensive developer APIs.

If you are human user receiving this message, we can add your IP address to a set of IPs that can access FederalRegister.gov & eCFR.gov; complete the CAPTCHA (bot test) below and click "Request Access". This process will be necessary for each IP address you wish to access the site from, requests are valid for approximately one quarter (three months) after which the process may need to be repeated.

An official website of the United States government.

If you want to request a wider IP range, first request access for your current IP, and then use the "Site Feedback" button found in the lower left-hand side to make the request.

Bangor Daily News

Maine news, sports, politics, election results, and obituaries

What the US can learn from Indiana’s high school redesign

Share this:

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on Reddit (Opens in new window)
• Click to print (Opens in new window)
• Click to email a link to a friend (Opens in new window)

The BDN Opinion section operates independently and does not set news policies or contribute to reporting or editing articles elsewhere in the newspaper or on  bangordailynews.com

Jeb Bush was governor of Florida from 1999 to 2007. He is the founder and chair of ExcelinEd. He wrote this column for the Chicago Tribune.

Across the country, most high school classrooms still resemble their 20th century counterparts despite massive changes in the workforce over the past 50 years.

Today’s jobs require advanced skills and education or training, yet many graduates feel unprepared for their next steps.

A 2022 YouScience survey found three-fourths of high school graduates reported feeling moderately, slightly or not at all prepared to make college or career decisions after graduation. Roughly one-third of the survey respondents, who graduated high school between 2019 and 2022, said they were not following any planned educational or career path. A more recent survey of teens from EdChoice, a nonprofit focused on school choice, found that just 38 percent reported feeling extremely or very prepared for education beyond high school.

Thankfully, one state is leading the way when it comes to reimagining the high school experience and aligning it with current needs.

Following a vision set by Gov. Eric Holcomb, House Speaker Todd Huston and Secretary of Education Katie Jenner, education policymakers in Indiana recently proposed a high school redesign that will reshape how young adults experience the last years of their K-12 educational journey and set them up for real success as they transition to college or the workforce.

The Indiana proposal breaks down the high school redesign into three focus areas: diploma requirements that are more flexible and relevant to what students need in the real world; access to high-quality work-based learning opportunities; and an increase in the completion of high-value postsecondary credentials in high school.

In many states, current, decades-old requirements prioritize course completion and “box checking” over real-world skills and experiences. Under its new diploma framework, Indiana has proposed flexible, rigorous curricula that will ensure students master concepts needed for future success.

Indiana’s proposed “GPS Diploma Plus” includes course credit requirements that create more opportunity to personalize pathways with greater flexibility in how students meet required credits for core subjects. This creates more relevance between students’ courses and their chosen career paths.

Students also are allowed to earn credits via competency-based instruction, letting them demonstrate mastery of knowledge and content through projects and site-based learning, not just how much time they spend in a classroom.

The second of Indiana’s three focus areas is work-based learning, which refers to educational experiences that integrate academic knowledge and skills with real-world work experiences. Students engage in tasks or projects directly related to their field of study or future career goals. Often associated with more blue-collar internships, work-based learning can benefit all students. Indiana envisions a K-12 continuum that includes career exploration, engagement and experience, giving students hands-on opportunities to learn and develop.

High-value postsecondary credentials beyond high school diplomas are the third focus of the Indiana plan. These industry-recognized certifications validate job-specific skills, boosting graduate employability. Nationally, just 18 percent of credentials earned are in demand by employers, according to the research project Credentials Matter.

Indiana already has successful partnerships in place in some of its schools, examples that could be replicated in other states. For example, a partnership among multiple school corporations in southwest Indiana and automaker Toyota is exposing students to advanced manufacturing production during their last two years of high school. Seniors get hands-on learning two hours a day, four days a week at a local Toyota facility and get paid for their training hours.

Indiana’s path is ambitious. It’s the first state to significantly tackle this challenge, with the goal of not just offering new diploma requirements but also ensuring students are getting the skills and experiences they need before they leave high school.

It will take time and collaboration to ensure employers, families, educators, school leaders and students understand the goals of this plan, but I believe the Indiana model will be one for other states to follow in years to come.

More articles from the BDN

An official website of the United States government

Here’s how you know

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Take action

• Report an antitrust violation
• File adjudicative documents
• Find banned debt collectors
• View competition guidance
• Competition Matters Blog

New HSR thresholds and filing fees for 2024

View all Competition Matters Blog posts

We work to advance government policies that protect consumers and promote competition.

View Policy

Search or browse the Legal Library

Find legal resources and guidance to understand your business responsibilities and comply with the law.

Browse legal resources

• Find policy statements
• Submit a public comment

Vision and Priorities

Memo from Chair Lina M. Khan to commission staff and commissioners regarding the vision and priorities for the FTC.

Technology Blog

Consumer facing applications: a quote book from the tech summit on ai.

View all Technology Blog posts

Advice and Guidance

Learn more about your rights as a consumer and how to spot and avoid scams. Find the resources you need to understand how consumer protection law impacts your business.

• Report fraud
• Report identity theft
• Register for Do Not Call
• Sign up for consumer alerts
• Get Business Blog updates
• Get your free credit report
• Find refund cases
• Order bulk publications
• Consumer Advice
• Shopping and Donating
• Credit, Loans, and Debt
• Jobs and Making Money
• Unwanted Calls, Emails, and Texts
• Identity Theft and Online Security
• Business Guidance
• Advertising and Marketing
• Credit and Finance
• Privacy and Security
• By Industry
• For Small Businesses
• Browse Business Guidance Resources
• Business Blog

Servicemembers: Your tool for financial readiness

Visit militaryconsumer.gov

Get consumer protection basics, plain and simple

Visit consumer.gov

Learn how the FTC protects free enterprise and consumers

Visit Competition Counts

Looking for competition guidance?

• Competition Guidance

News and Events

Latest news, ftc action leads to $43.6 million in financial relief from water treatment financing company aqua finance.

View News and Events

Upcoming Event

Older adults and fraud: what you need to know.

View more Events

Sign up for the latest news

Follow us on social media

-->   -->   -->   -->   -->  

Playing it Safe: Explore the FTC's Top Video Game Cases

Learn about the FTC's notable video game cases and what our agency is doing to keep the public safe.

Latest Data Visualization

FTC Refunds to Consumers

Explore refund statistics including where refunds were sent and the dollar amounts refunded with this visualization.

About the FTC

Our mission is protecting the public from deceptive or unfair business practices and from unfair methods of competition through law enforcement, advocacy, research, and education.

Learn more about the FTC

Meet the Chair

Lina M. Khan was sworn in as Chair of the Federal Trade Commission on June 15, 2021.

Chair Lina M. Khan

Looking for legal documents or records? Search the Legal Library instead.

• Cases and Proceedings
• Premerger Notification Program
• Merger Review
• Anticompetitive Practices
• Competition and Consumer Protection Guidance Documents
• Warning Letters
• Consumer Sentinel Network
• Criminal Liaison Unit
• FTC Refund Programs
• Notices of Penalty Offenses
• Advocacy and Research
• Advisory Opinions
• Cooperation Agreements
• Federal Register Notices
• Public Comments
• Policy Statements
• International
• Office of Technology Blog
• Military Consumer
• Consumer.gov
• Bulk Publications
• Data and Visualizations
• Stay Connected
• Commissioners and Staff
• Bureaus and Offices
• Budget and Strategy
• Office of Inspector General
• Careers at the FTC

FTC Announces Rule Banning Noncompetes

• Competition
• Office of Policy Planning
• Bureau of Competition

Today, the Federal Trade Commission issued a final rule to promote competition by banning noncompetes nationwide, protecting the fundamental freedom of workers to change jobs, increasing innovation, and fostering new business formation.

“Noncompete clauses keep wages low, suppress new ideas, and rob the American economy of dynamism, including from the more than 8,500 new startups that would be created a year once noncompetes are banned,” said FTC Chair Lina M. Khan. “The FTC’s final rule to ban noncompetes will ensure Americans have the freedom to pursue a new job, start a new business, or bring a new idea to market.”

The FTC estimates that the final rule banning noncompetes will lead to new business formation growing by 2.7% per year, resulting in more than 8,500 additional new businesses created each year. The final rule is expected to result in higher earnings for workers, with estimated earnings increasing for the average worker by an additional $524 per year, and it is expected to lower health care costs by up to $194 billion over the next decade. In addition, the final rule is expected to help drive innovation, leading to an estimated average increase of 17,000 to 29,000 more patents each year for the next 10 years under the final rule.

Noncompetes are a widespread and often exploitative practice imposing contractual conditions that prevent workers from taking a new job or starting a new business. Noncompetes often force workers to either stay in a job they want to leave or bear other significant harms and costs, such as being forced to switch to a lower-paying field, being forced to relocate, being forced to leave the workforce altogether, or being forced to defend against expensive litigation. An estimated 30 million workers—nearly one in five Americans—are subject to a noncompete.

Under the FTC’s new rule, existing noncompetes for the vast majority of workers will no longer be enforceable after the rule’s effective date. Existing noncompetes for senior executives - who represent less than 0.75% of workers - can remain in force under the FTC’s final rule, but employers are banned from entering into or attempting to enforce any new noncompetes, even if they involve senior executives. Employers will be required to provide notice to workers other than senior executives who are bound by an existing noncompete that they will not be enforcing any noncompetes against them.

In January 2023, the FTC issued a  proposed rule which was subject to a 90-day public comment period. The FTC received more than 26,000 comments on the proposed rule, with over 25,000 comments in support of the FTC’s proposed ban on noncompetes. The comments informed the FTC’s final rulemaking process, with the FTC carefully reviewing each comment and making changes to the proposed rule in response to the public’s feedback.

In the final rule, the Commission has determined that it is an unfair method of competition, and therefore a violation of Section 5 of the FTC Act, for employers to enter into noncompetes with workers and to enforce certain noncompetes.

The Commission found that noncompetes tend to negatively affect competitive conditions in labor markets by inhibiting efficient matching between workers and employers. The Commission also found that noncompetes tend to negatively affect competitive conditions in product and service markets, inhibiting new business formation and innovation. There is also evidence that noncompetes lead to increased market concentration and higher prices for consumers.

Alternatives to Noncompetes

The Commission found that employers have several alternatives to noncompetes that still enable firms to protect their investments without having to enforce a noncompete.

Trade secret laws and non-disclosure agreements (NDAs) both provide employers with well-established means to protect proprietary and other sensitive information. Researchers estimate that over 95% of workers with a noncompete already have an NDA.

The Commission also finds that instead of using noncompetes to lock in workers, employers that wish to retain employees can compete on the merits for the worker’s labor services by improving wages and working conditions.

Changes from the NPRM

Under the final rule, existing noncompetes for senior executives can remain in force. Employers, however, are prohibited from entering into or enforcing new noncompetes with senior executives. The final rule defines senior executives as workers earning more than $151,164 annually and who are in policy-making positions.

Additionally, the Commission has eliminated a provision in the proposed rule that would have required employers to legally modify existing noncompetes by formally rescinding them. That change will help to streamline compliance.

Instead, under the final rule, employers will simply have to provide notice to workers bound to an existing noncompete that the noncompete agreement will not be enforced against them in the future. To aid employers’ compliance with this requirement, the Commission has included model language in the final rule that employers can use to communicate to workers. 

The Commission vote to approve the issuance of the final rule was 3-2 with Commissioners Melissa Holyoak and Andrew N. Ferguson voting no. Commissioners Rebecca Kelly Slaughter , Alvaro Bedoya , Melissa Holyoak and Andrew N. Ferguson each issued separate statements. Chair Lina M. Khan will issue a separate statement.

The final rule will become effective 120 days after publication in the Federal Register.

Once the rule is effective, market participants can report information about a suspected violation of the rule to the Bureau of Competition by emailing  [email protected] . 

The Federal Trade Commission develops policy initiatives on issues that affect competition, consumers, and the U.S. economy. The FTC will never demand money, make threats, tell you to transfer money, or promise you a prize. Follow the  FTC on social media , read  consumer alerts  and the  business blog , and  sign up to get the latest FTC news and alerts .

Press Release Reference

Contact information, media contacts.

Victoria Graham  Office of Public Affairs

• Share full article

Advertisement

Canada Letter

Alberta draws academia into its fight with justin trudeau.

Alberta is seeking powers to veto funding agreements between the federal government and provincial entities, including postsecondary institutions.

By Vjosa Isai

Federal funding promises can shape how much, or how fast, provinces advance their own agenda items, and Alberta wants Prime Minister Justin Trudeau to know that his to-do list will have to wait.

Premier Danielle Smith announced that the province would take steps, through a bill introduced this month, to reinforce the work that she contends is most important to Albertans and to her United Conservative Party government. This latest attempt to square off with the federal government in Ottawa continues to deepen her party’s view that Mr. Trudeau, a Liberal, has thrust his ideological agenda onto Albertans.

“Albertans don’t want federal funding to show the world how virtuous we are, or to polish Canada’s halo internationally,” Ms. Smith said at a news conference on April 10. “After all, a lot of that money came from hardworking Alberta taxpayers in the first place, but this federal government has not let reality get in the way of a good headline, and never missed an opportunity to grab more control from the provinces.”

[ Read Ian Austen’s article from 2022: Conservatives in Western Canada Pass Law Rejecting Federal Sovereignty ]

The bill, called the Provincial Priorities Act, would essentially make the Albertan government an arbiter on federal funding deals, with the power to invalidate agreements that its municipalities and health agencies, for example, make with Ottawa. Consultations on the bill are planned for this summer, and it is expected to take effect in early 2025, the government has said.

Postsecondary institutions are also covered by the proposed legislation, raising alarm at university administrations that the government might impede academic freedoms.

Rajan Sawhney, the minister of advanced education, was not present to take questions at the news conference announcing the bill and has largely been silent on the issue. But Ms. Smith offered some insight behind the government’s thinking on the CBC program “ Power & Politics ,” saying that there wasn’t enough “balance” on university campuses and that she intended to complete a review of federal research grants to assess gaps. She zeroed in on journalism schools and her thoughts that not enough conservative journalists and commentators have come out of those programs.

“I have been given enough indication that the federal government uses its power through researchers to only fund certain types of opinions, certain types of researchers, and I don’t think that’s fair,” she said, adding that it could mean that Alberta uses some of its “own spending power” to support that research.

But colleges and universities in Alberta have seen years of staggering financial cuts that have created a postsecondary education system “on life support,” the University of Calgary Students’ Union said in response to the provincial budget, which was released in February.

Bill Flanagan, president of the University of Alberta, said in a statement that he and other postsecondary partners would be using the bill’s consultation period to push for “targeted exemptions.”

Federal research grants are adjudicated by independent panels of peers, and grants are allocated by three main agencies: the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada and the Social Sciences and Humanities Research Council of Canada.

Daniel Paul O’Donnell, president of the Confederation of Alberta Faculty Associations and an English professor at the University of Lethbridge, has sat on some of those committees.

“There is a danger that people will self-censor in order to make sure that they make it through the bureaucrats in Alberta,” he said.

He told me about the strict process behind each application review, and the various criteria, such as the qualifications of the researcher and the capacity of the university to support the research, that drive grant approval decisions.

“It would be unethical to create a research question in order to ensure you get funding by matching the provincial government’s interests,” Professor O’Donnell said.

Trans Canada

Chad Nedohin is a part-time pastor in Edmonton. He’s also one of the Donald Trump supporters who have turned Trump Media into the latest “meme stock.”

Honda Motor announced a $11 billion investment to build batteries and electric cars in Ontario that is expected to create 1,000 new jobs. Mr. Trudeau called it the largest investment by an automaker in Canadian history.

“New Piano Works,” an album by Marc-André Hamelin, the Canadian virtuoso, makes the list of five classical music albums you can listen to right now .

An Australian journalist claims her Indian visa was not renewed because the Indian government disapproved of her coverage of Hardeep Singh Nijjar, the slain president of a Sikh temple in Surrey, British Columbia.

Vjosa Isai is a reporter and researcher for The New York Times in Toronto.

How are we doing? We’re eager to have your thoughts about this newsletter and events in Canada in general. Please send them to [email protected] .

Like this email? Forward it to your friends, and let them know they can sign up here .

Vjosa Isai is a reporter and researcher for The Times based in Toronto, where she covers news from across Canada. More about Vjosa Isai

• Investigative Stories
• Entertainment
• Life & Living
• Tech & Startup
• Rising Star
• Star Literature
• Daily Star Books
• Roundtables
• Star Holiday
• weekend read
• Environment
• Supplements
• Brand Stories
• Law & Our Rights

Most Viewed

Jashore records year's highest temperature at 43.8°C

Heatwave comes as a blessing for salt farmers

Barring unfit vehicles an unimplementable order

Govt in a bind over school closure

No decision on closure of secondary edn institutions yet

The education ministry is yet to decide on keeping the secondary educational institutions shut tomorrow, although the High Court has ordered closure of all primary and secondary schools and madrasas till that day amid the sweltering heat.

The ministry wanted to lodge an appeal with the Appellate Division of the Supreme Court against the order, but it could not do so till yesterday noon for not having the copy of the order, said officials.

For all latest news, follow The Daily Star's Google News channel.

The ministry may not be able to file the appeal today as it is a public holiday on the occasion of May Day. Tomorrow is a holiday for the court.

Education Minister Mohibul Hassan Chowdhoury yesterday said they heard about the HC order through the media, but did not receive a copy of the order.

"We are respectful to the court. It is hard to make any comment on the court order. I don't want to comment on this," he told reporters at his ministry.

Asked about keeping schools shut for Thursday, Mohibul said, "There is still some time. We hope we will be able to see the court order. We will follow the order."

Education ministry officials said they are in favour of announcing closure of schools in those districts which are experiencing severe heatwave. They, however, said this stance may change once they receive the certified copy of the HC order.

Officials said they will have to close all educational institutions for tomorrow if they cannot lodge the appeal with the apex court.

Schools and colleges were scheduled to reopen on April 21 after the Eid and Pahela Baishakh holidays. But the education ministry initially extended the closure until April 27 and reopened all schools and colleges on Sunday ignoring concerns of parents.

On Monday, the ministry again announced closure of all schools and colleges in 27 districts for Tuesday.

Mohibul yesterday said closing schools and carrying out other activities like implementing the curriculumare operational jobs of the executive branch of the state, which makes decisions following discussion with different stakeholders.

He said Met offices reported high temperatures in some districts and the ministry was taking decisions on keeping the schools in those districts shut. "The ministry is making decisions on a daily basis."

The minister said academic activities are being disrupted in different haor and char areas in the dry season. The situations in Dhaka and the country's remote areas are different, he added.

"Keeping English medium schools, where children of affluent parents study, open and the general schools, where children of workers and the masses study, closed is apparently discriminatory," he said.

Referring to the discussion on the social media over closure of schools and a cartoon run by The Daily Star yesterday, Mohibul said, "They should also think about the marginalised people. You cannot only consider the influential, affluent and capital-centric parents.

"It is not appropriate for us to run the government by listening to what is being said in the social media space."

Speaking at an event in the capital in the afternoon, the minister said they are planning to frame a policy so that the district education offices can make decisions on closing schools considering the local weather conditions and disasters.

তাপদাহের মধ্যে পাহাড়ে বিশুদ্ধ পানির সংকট

ঝিরি থেকে এক কলসি পানি আনতে সময় লেগে যায় প্রায় এক থেকে দেড় ঘণ্টা। বাধ্য হয়ে অনেক পারিবারকে পানি কিনে খেতে হচ্ছে।

৪৩ বছরের মধ্যে সবচেয়ে কম বৃষ্টি হয়েছে এপ্রিলে