Business and Industry Certification
Business and Industry Certification
Education is a cornerstone of the intense and successful development of the world economy. In fact, almost two-thirds of all occupations available on the market require postsecondary education or training. The college graduates’ average earnings are about twice as high as that of the employees with only high school diplomas, what makes postsecondary education and training the fastest pathways into the future prosperity and successfully-built career. Thus, the postsecondary education and training should be more accessible for young people and adults in order to earn a business or industry certification and postsecondary certificate or degree (Muller & Beatty, 2008).
Nowadays, a great number of employers need some type of industry certification like a special requirement for hiring, as well as legal licensure is usually based on the industry developed assessments. Lately, career and technical education (CTE) has become a new trend, since it offers plenty of new opportunities for career preparation by providing students with theoretical knowledge and practice-related skills necessary to demonstrate high results in postsecondary education, training and employment. Thus, employers turn to CTE as an essential source of the talented workers who can contribute to the company’s prosperity. Moreover, this kind of education certifications provides practice-based learning opportunities allowing students to apply what they are learning to real work-scenarios.
There are different kinds of certification available, with a variety of purposes. Generally, they can be defined as either work or career preparation certification programs that teach proficiencies and skills, or industry certification programs that assess qualifications needed for a particular industry. In fact, some employers say they are not only dissatisfied with the applicants’ basic technical and academic skills, but also find that they lack more general competencies required for effective employees. Thus, recent researches demonstrate that recent high school graduates often lack skills such as teamwork, punctuality, problem solving, as well as an ability to work under supervision and even appropriate levels of literacy that are recognized as crucial to an effective entry into the world of work (Muller & Beatty, 2008).
Thus, the national board annually approves industry, professional or business association certification programs, and occupational competency examinations that will correspond to the requirements of a student-chosen verified credit (Education, 2016). Students who get a credential in case of passing a licensure or certification examination program may reach on or before two student-chosen verified credits in order to meet the requirements of graduation (Education, 2016). Business/Industry Certification (BIC) is the review procedure where the Career Technical Education (CTE) manager identifies the level of quality to ensure that personal Career and Technical Education programs meet a particular set of principles and standards set by industry and business. In this way, the purpose of BIC is two-fold to validate that CTE programs correspond to both general and state requirements, and to provide CTE programs so that students will be equipped for postsecondary studies, as well as for the entry into the workforce. The BIC principles of application are certified to the major standards developed by the International Organization for Standardization (ISO).
Thus, the educators’ task is to more effectively engage students in detailed, career-relevant instructions by means of deeper engagement with business and industry (Education.vermont.gov, 2016). It has been also discussed to recruit industry professionals with in-demand knowledge to career at secondary schools. This would possibly remove policy barriers and streamlining certification procedures so that practitioners looking for industry experience are not discouraged from the secondary teaching opportunities. One of the main advantages is that the program encourages the use of education strategies like a project- and work-based learning, as well as cooperative one. The accomplishment of this kind of initiatives can be reached by providing professional development opportunities for teachers. It is not only career and technical teachers requiring additional support; basically, all secondary teachers need greater exposure to the workplace in order to build workable applications into instruction, as well as make the classroom experience more relevant for students (Education.vermont.gov, 2016). Thus, the capacity of academic and technical teachers must be built to integrate the theory and practice, to deliver standard-based and multidisciplinary projects, to organize team-teaching and effective work-based learning, and to make performance assessment of student evaluation. One way for building educator capacity is by means of externships allowing the secondary career-technical and academic teachers spend extended time in their workplace and make students involved in the educational process (Muller & Beatty, 2008).
Among the major reasons to be certified one can mention business intelligence career advancement and professional opportunities, as every respected certification proves to employers that your business or industry intelligence is confirmed by a recognized organization. There is also greater adaptability and increased credibility, employer’s confidence, as certification programs help potential employers match skills to job requirements and provide confidence that employees are ready for the job. The high-integrity program process is a standard for business and data warehousing certification. Certifications recognize specialization in several skill areas starting from Leadership and Management to Data Analysis and Finances within both industry and business fields.
In fact, the business and industry certification programs are based on four major principles, namely, alignment, collaboration, accountability, and innovation. Business and industry certification programs such as CTE are accessible and equitable to everybody, regardless of his/her background or circumstances opening a wider range of career opportunities for young people. Such result-oriented CTE programs can give students the skills required to be successful and demonstrate efficiency the skilled workforce needed to thrive. Moreover, students taking part in nosiness and industry certifications would be motivated to study, because they are challenged by the rigor and engaged by the relevance. The candidates who completed the studies with industry certifications or licensures are more attractive for employers while making hiring and promotion decisions. Such candidates would start the careers leading to increased earnings prospects and professional development over time. At the same time, employers and industry overall would have a skilled workforce necessary for company’s successful development. Thus, employers would have an access to a great number of highly-skilled employees willing to make immediate contributions (Crockett B. 2012).
References
Crockett, B. (2012). Investing in America’s Future: A Blueprint for Transforming Career and Technical Education. U.S. Department of Education. Retrieved May 24, 2016 from https://www2.ed.gov/about/offices/list/ovae/pi/cte/transforming-career-technical-education.pdf
Education, V. (2016). VDOE: The Path to Industry Certification: High School Industry Credentialing. Doe.virginia.gov. Retrieved 24 May 2016, from http://www.doe.virginia.gov/instruction/career_technical/path_industry_certification/
Education.vermont.gov. (2016). Licensing | Vermont Agency of Education. Retrieved 24 May 2016, from http://education.vermont.gov/licensing
Muller, R., D., & Beatty, B. (2008). Work Readiness Certification and Industry Credentials: What Do State High School Policy Makers Need To Know? Retrieved May 24, 2016 from http://www.achieve.org/files/WorkReadinessCertificationandIndustryCredentials.pdf
