The Innovation Center, a 50,000-square-foot building located in Colorado’s St. Vrain Valley Schools, transcends traditional instruction by focusing on students’ postsecondary skills.��One of those programs is the world’s first high school, student-led outdoor drone performance team.

Since its launch in April 2024, the team has performed nearly 50 shows, with its next one scheduled for Monday night at the , says Joe McBreen, assistant superintendent of innovation.

“They do everything from our local homecoming to big events and conferences like FETC,” he says. “They flew a Fourth of July show here in our local community. They do all sorts of shows for all sorts of audiences.”

Connecting students to high-paying careers

Drone performance is a lot like your typical baseball team, McBreen explains. In baseball, players are assigned to different positions, like catcher, left field or pitcher. In drone performance, each student plays a critical role in designing, programming and choreographing each show.

Every performance is designed based on the visions of the clients, many of whom pay the students as contractors.

“Say it’s our local city government putting on the Fourth of July show,” McBreen says. “The team hosts a series of meetings asking our local officials, ‘What story do you want to tell?’ Storytelling is one of those durable skills that everyone from Google to Facebook talks about.”

From there, those stories are translated into drones through music, lighting and animation using tools like , 3D modeling software used in drone performance and filmmaking.

“You’d be blown away at how many employers need Cinema 4D experts,” McBreen says. Graduates are overwhelmed by the number of jobs they are eligible for because of their drone skills.

“It’s a really marketable skill,” McBreen says. “It’s not hypothetical. A lot of times in education, we call it career and technical education, but how many kids are actually getting paid? This program totally upends that model.”

At FETC, 500 drones will fill the night sky on Monday, Jan. 12, at 6 p.m. The show itself will reflect this year’s conference theme: game-changers.

“When attendees see the show, I want them to know that when you give high school kids authentic work opportunities and cutting-edge tools backed by a great partnership, the future is literally limitless,” McBreen says.

More from 91心頭: 5 AI prompts every administrator should know

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“I only set out to do this work because I felt a deep calling in my life to lead, to listen, to love and to learn with the people with whom I have given custodial care,” Jackson says.

Part of that work includes being visible throughout his schools every day, ensuring each of his 7,200 students has a personal connection with their superintendent. He calls it “leading by loving the people.”

“I was in buildings this morning with some board members���we call them ‘board walks,'” he says. “Each week, I’ll take a board member or two and we’ll just walk through campuses to send a message to the community and the teachers that we care about what they’re doing each day.”

Industry immersion in their own backyard

Jackson says there’s a breadth of career-related opportunities available to students, reflecting on his strong relationships with the district’s numerous community partners.

For instance, Jackson funded a office, which connects businesses and organizations with schools to equip students with career-related skills.

“The second person that I hired in this district was Terri Cook to be my Partners in Education coordinator,” he explains. “She has helped me single-handedly reach out to more than 200 businesses and corporations, many of which are writing checks to our students.”

Jackson intends to build a program that welcomes business partners to support the school system. The district has a great relationship with the local chamber of commerce, for which he serves on the board of directors. He’s also a member of the local Rotary Club.

“STEM, CTE, robotics, you name it, are all a major focus for us because they’re in our backyard,” he says. “Most of our kids are going to Rice, Harvard, the University of Houston, Texas and Florida. But we also have opportunities for kids to graduate from high school with an associate’s degree and can go straight into the workforce.”

Setting priorities

Jackson says that he’s pushing hard to ensure the district meets the demands of every child.

“I tell my team daily, ‘Kids get one time to be in school,’ and that’s my mantra,” he says. “We’d better make it good.”

That means teaching students to be productive citizens who are civically minded and honest Americans.

His relationships with parents and families also play a critical role in student outcomes. Once a month, he invites the superintendent’s advisory council, which consists of the district’s teachers of the year and the PTO liaison, to join him for dinner in the central office after school.

There’s no agenda or topic of discussion. Instead, the council tells Jackson what they’re hearing from parents, teachers and other stakeholders.

“There are no deputy superintendents in that meeting,” he explains. “There are no executive directors. Only Adam Holland, my director of communications and community relations, and I. They tell me exactly what they think about their school, what’s working, what’s not working, and what they want to see more of.”

Similarly, he hosts the same event for his student advisory council, which comprises 25 of the most vocal students who reflect the concerns of the student body generally.

Another unique aspect of his leadership is his open-door policy. Whether it’s an employee or a parent, Jackson invites them to knock on his door and gives them 30 minutes, uninterrupted.

“We have a cup of coffee. We sit down and they get to tell me anything they want to tell me,” he says.

“I shepherd this school district,” Jackson adds. “I’ve been here six years, and you’ll see notes hanging in classrooms that I wrote to teachers five years ago, recognizing them for something they did. To see those plastered all over the school district is really the culminating event of my career.”

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District 91心頭istration��had the chance to sit down with Fayette County Public Schools Superintendent Dr. Demetrus Liggins in celebration of his award and to capture his leadership philosophy.

Note: The following transcript has been edited for clarity and brevity.

What does being named Kentucky’s Superintendent of the Year mean for you personally and professionally?

It’s extremely humbling. I’ve stated several times that it’s not just a recognition of me, but our incredible students, our staff and the amazing community that we have. It’s a collective work of our teachers, our principals, leaders and all of those who believe in public education. I share this award with them.

Personally, it affirms the sacrifices and the dedication that I’ve put in, and that of my family; my grandmother, who raised me; my mother; and all the families who have entrusted me with their children’s future.

It’s a great time of reflection, and professionally, it inspires me to keep pushing forward and be bold for kids and stay student-centered.

Speaking of your student-centered mindset, how do you ensure that students’ needs remain at the center of your decision-making?

My focus has always been on creating systems that ensure children are looked at as individuals, not as numbers, subgroups or anything other than the whole child, and to create opportunities and access for every single child, regardless of their background.

It also means taking responsibility when things don’t go as planned. Overall, my leadership is about service to our kids and to those who are servicing our kids.

I have a motto in the district, which is regardless of what your role is, whether you’re a bus driver, a custodian, a principal, we have one job, and that is student success, and that is everyone’s mission.

Since becoming superintendent in 2021, what initiatives have you put in place that you’re most proud of?

We started a triple-A initiative, which was about achievement for all. Also, expanding advanced coursework and access to everyone, as well as improving our attendance. I came to the district in the middle of the pandemic, and those three initiatives were necessary to focus on.

We also implemented our “New Way Forward” strategic plan, which focused on ensuring that our students were at the center of all that we do, as well as ensuring there are systems in place for the adults who support our students.

The data is showing that it’s all paying off. In last year’s accountability data, we made historic gains. We had no schools identified as needing improvement. Also, for the first time, we had no schools identified for low achievement among our Black students, Hispanic students and economically disadvantaged students.

It’s been quite an honor to oversee this work and to lead this effort. I’m very proud to give much of the credit to our teachers, our staff and this community, as a whole, who support the public education system.

You’re also committed to creating strategic partnerships. Can you speak to some of those?

I’m a strong believer that we can’t do this work alone. It takes community partners as well, whether it’s individuals, churches that are adopting campuses and helping students who live in poverty or need extra support, whether it’s our PTAs, our business partners or a nonprofit.

One particular partnership I’m very proud of is our partnership with Toyota, which supports us through the program. They’re helping our campuses remove any of the barriers that are inhibiting success for certain student groups. That includes getting information out in the multiple languages that make up our community, addressing transportation barriers and coming to our schools to speak to a child’s teacher.

We are fortunate here in Lexington to have a community that is willing to step up and help. I’m the type of leader who certainly doesn’t mind asking for help, either. Often, as leaders, we have to put it out there and make sure that our community understands that they’re welcome in our schools.

Looking ahead to the current school year, what are your priorities?

There’s a national teacher pipeline issue, so we’ll continue to work on initiatives such as our “grow your own” initiative. We’re partnering with several universities to have our staff who are interested in teaching earn their degree through alternative certification programs.

We will also expand collaboration with our local businesses and universities to enhance the career readiness of our students. And as always, we’re going to work on improving student outcomes.

Our job isn’t done until every single child has reached their fullest potential.

More from 91心頭: FETC 2026: Amy Storer wants to make your education life easier

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The National Initiative for Cybersecurity Education found around 500,000 cybersecurity job openings, many of which can be filled by employees on alternative, non-degree pathways.

Many K12 districts are answering the call. Portsmouth Public Schools in Virginia is on the cusp of completing a 14-year, $13 million renovation of . Course offerings in cybersecurity can help students earn industry credentials in IT, security software development and more.

Plainview ISD in Texas has also recently expanded its CTE offerings beyond vocational schools to include certificate programs in cybersecurity and web development.

State policies encouraging K12 dual enrollment at two-year community colleges have aided the rise of STEM-oriented CTE programs. Colorado’s education department high school students with the Colorado Springs Cybersecurity and Research Center and industry professionals in a dual enrollment credit and certification program.

Blending K12, higher education and industry is the hallmark of a growing movement of leaders who want to eliminate the dividing lines between high school and college to better prepare 16- to 20-year-olds for successful workforce preparation.

“If you’re going to build the kind of competitive economy that we want���and spur innovation���we don’t have the workforce that’s trained and skilled to do the jobs,” says Joel Vargas, vice president at Jobs for the Future. “Employers see that writing on the wall, especially when fewer young people are coming up in the pipeline.”

Delaware’s education department between two higher education institutions, seven high schools and Project Lead The Way, a nonprofit aimed at bolstering K12’s STEM footprint. Delaware Community College has an articulation agreement in place with students who complete the CTE engineering program, and the University of Delaware will provide workshops to strengthen teacher training.

“In our year two course, we focused on resume and portfolio building,” enrolled in the Project Lead The Way pathway. “I know my resume is already set up, so when I go apply for a job, it already looks more official than someone who doesn’t already have it set up.”

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On Feb. 3rd, President Donald Trump signed a proclamation naming February 2025 as Career and Technical Education Month. With that, he’s set his sights on reversing some last-minute changes by former President Joe Biden impacting local CTE providers.

The Department contends that the Biden-era data collection requirements would have cost states, high schools and community colleges��would be better spent equipping students with necessary workforce skills.

“The 11th-hour Biden-Harris information collection on CTE programs was unnecessary bureaucratic red tape that would only drive up costs and hinder innovation,” Acting Under Secretary James Bergeron said in a statement.

In December, the Department moved to standardize how states and local Perkins V grant recipients collect and report data related to CTE student performance. It would’ve required state and local CTE providers to revise their Perkins V State Plans outside of the traditional 5-year process and meet additional reporting requirements as part of their Consolidated Annual Reports.

More from 91心頭: Department of Education: Latest developments show agency in crosshairs

The Trump 91心頭istration will reinstate prior versions of the State Plan Guide and the Consolidated Annual Report Guide.

The decision comes in response to several groups voicing concerns about the new reporting requirements, including Advance CTE and the Association for Career and Technical Education, both of which to the Department late last month.

“Our organizations, along with a number of states and other entities, including policymakers, have consistently raised significant concerns about these proposals since they were first unveiled last fall,” the letter reads.

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Driven, motivated, and ambitious, our students are focused on their dream careers and the next steps to make them a reality. Nearly 88% of Washington high schoolers aspire to pursue postsecondary education in the form of a college degree, apprenticeship or certificate opportunity. And like their Gen-Z peers across the country, they desire meaningful work that makes a positive impact on the world around them.

To build outstanding workforce development programs that equip our students with real-life experience, Washington school districts and nonprofits have partnered with , a national college and career pathways initiative that strives for every learner to have access to and succeed in high-quality and equitable career exploration.

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���Not everybody is college-bound, but 70% of the jobs in our state require some sort of credential, so we need to ensure every student has the skills and resources to be employable and have a clear path to family-sustaining careers,��� said Angie Mason-Smith of . ���We���re pushing toward ���career��� as the outcome with the understanding that there���s a variety of ways to get there.���

Piloting career exploration with equity and accessibility

Washington has already established career exploration initiatives, but there continues to be a disparity in program accessibility and implementation at the local level. LAUNCH allows districts to tailor and test innovative solutions to bridge the gaps in access to equitable career-connected learning experiences that align with student aspirations and meet the state’s workforce needs.

According to Mason-Smith, three districts were selected to reflect the diversity of the state���Tacoma Public Schools, one of Washington���s largest districts; Elma School District, a small rural district; and Richland School District, which represents suburban students.

As Washington STEM advocated for policies that expanded dual credit programs and career-connected learning opportunities, district coordinators partnered with local industry leaders to develop CTE programs centered on high-demand, high-wage career pathways in fields such as healthcare, information technology, manufacturing and aerospace. Today, more than 186,500 Washington students participate in CTE courses, with a state goal to reach 70% credential attainment for the class of 2030.

���We have done extensive evaluations on which programs are most interesting for the kids and provide them with the most significant resources,��� said Richland School District board member Jill Oldson. ���Because our CTE programs reflect their interest and goals, participants consistently have higher graduation rates than the general student population. And they���re graduating with the exact tools and skill base they need to enter the job field.���

Student-centered programs lead to incredible outcomes

Program focus and priorities differ by district, with each one designing initiatives around the needs of their student population and the local job market. Richland School District, for instance, emphasizes its CTE Dual Credit program so students can earn credits toward an industry credential or college degree. Its Work-Site Learning program where they receive hands-on instruction at local job sites.

In Tacoma, the school district and the city continue to evolve and expand the program, connecting more than 1,000 students to learning opportunities that provide up to 80 hours of job training.

The variety of options is extensive, expanding beyond traditional manufacturing and machinery positions to roles at Metro Parks Tacoma, the Museum of Glass, and local nonprofits.

In addition, Tacoma Public Schools is partnering with the Port of Tacoma to open Maritime 253, a skill center that will create a ready-made workforce for one of the city���s largest industries. The diversity and flexibility of Jobs 253 has been embraced by excited and energized students.

���The future of learning is personalized,��� explained Adam Kulaas, director of innovative learning at Tacoma Public Schools. ���We adapt CTE scenarios to empower students, giving them not just a sense of ownership, but actual control over their current learning experiences. By being intentional and building pathways that go beyond the diploma, we help kids frame what their futures will look like.���

Just a few counties over, students from Elma High School are graduating with more than their diploma���they���ve earned their journeyman cards to jump into well-paying careers in the manufacturing field. Through the district���s partnership with the AJAC: Advanced Manufacturing Apprenticeships program, CTE students spend school mornings and summers working at local employers and afternoons enrolled in 150 hours of college-level classroom instruction.

���The opportunity can be life-changing for students,��� said Superintendent Christopher Nesmith. ���As a district, we are deeply committed to empowering our students and breaking barriers that may impact their success. By working together���schools, businesses and organizations���we can create programs that ensure all students have access to high-quality learning experiences that prepare them for bright futures.���

A step ahead toward a successful career

For students in Richland, Tacoma, and Elma, a typical school day doesn���t always take place in the classroom. And the traditional graduation-to-career path doesn���t always include a stop at a college or university.

Because of the ambitious and innovative efforts of district leaders, kids who have been historically underrepresented are now on an upward trajectory for their futures.

The lessons learned through the LAUNCH pilot program continue to expand beyond the districts��� borders. The LAUNCH team has identified unique barriers in creating equitable pathways and is sharing best practices with statewide partners to inform future policies.

Through a broader system change, we can ensure that when Washington students walk across the stage at graduation, they are already a step ahead toward a successful career.

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While a student���s future is theirs to create, today’s CTE providers must adapt to meet the moment and provide students access to opportunities to develop the skills they will need for the jobs of tomorrow. As we head into 2025, here are trends we expect to see.

Larger focus on AI training

Maybe this is a given. , who wrote for the Association for Career and Technical Education, more teachers are not only adopting AI in CTE programs but there is likely to be a heavier focus on helping students navigate these tools.

Practical exercises using AI are a great example of what this could look like or an emphasis on skills���such as problem-solving, communication and social awareness���that help students understand how to use AI more efficiently. The limits of language learning models will be an important anchor to prepare students for their futures.

Access and interest in CTE will continue to grow

More students are showing interest in CTE programs at their schools, especially as demand for skilled workers grows across the U.S. They help to make the classroom experience more relevant and engaging.

In addition, these programs align with both the needs of the ever-evolving job market and the needs of students set to become our nation’s future workforce leaders, whether immediately after high school or once they’ve completed college. Hands-on learning will remain key but CTE providers now have many more options for expanding access to opportunity through online learning platforms.

The full continuum of work-based learning opportunities will be amplified

High school is when the next generation of talent is making crucial decisions about their futures, making it all the more essential for them to become familiar with the world of work before landing on their choices. Looking ahead, work-based learning programs will provide more students with opportunities to explore a variety of college and career pathways and have access to the full continuum of experiences (job shadows, worksite tours, apprenticeships, internships, etc.).

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These experiences set them up to not only make informed career choices but also help them build their social capital and gain economic mobility. This full continuum of opportunities will play a major role in equipping graduating high school students with the aspirations, skills and connections necessary to navigate their professional journeys and be successful in a variety of pathways.

More employers are considering skills-based training programs

CTE programs are likely to refocus on the development of technical and future-ready (or durable) skills that employers deem necessary, as more are considering the merits of skills-based hiring. Higher education will still be necessary for many jobs, but we’re likely to see employers become more critical of whether a bachelor’s degree makes sense for a particular position���especially with skills-based hiring being on the rise. To illustrate this point, see this recent .

States and the federal government will want more CTE programs

In recent years, states like Indiana, Idaho and Illinois have signaled interest in making these programs more available, whether through legislation or calls for increased funding. Even the Senate, with a bipartisan bill, hopes to fund programs through state grants. We can only expect more and more states to join in.

There���s a lot to like about these trends, considering that CTE programs help students discover their interests and passions, leading to a greater commitment to their education and career success. In our ongoing pursuit of enabling students to reach their full potential, let���s do our part as educators to leverage CTE to help today���s students experience life-affirming academic success and capitalize on that positive momentum, whether that be encouraging our districts to form partnerships with work-based learning-focused organizations or offering CTE lessons and activities in the classroom.

All combined, we’ll be able to help meet the moment for today’s students to succeed in the workforce of tomorrow.

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That connection to a career path���and to something he loved���sparked the student to enroll in similar classes, hone his skills and get an apprenticeship while he was still a student. Today, he���s thriving in a career with an industrial products company.

That student���s experience is emblematic of a philosophy I have advocated for years as a district superintendent: Career-connected learning is critical to keeping students engaged. Even more, it builds trust with the communities we serve and helps students avoid unnecessary college debt.

What employers and students really need

Before we talk more about students, let���s talk about business engagement. I���ve spoken to more than 60 business leaders in the districts I���ve served. Over and over, they say the same thing. Businesses need students with so-called ���������the ability to collaborate, communicate, work in teams, solve problems, think critically and show up on time. They can teach employees job-specific skills, but not those power skills.

Now, let���s talk a little more about students. You know what they don���t need? They don���t need . A misconception of career-connected learning is that it���s only aimed at students destined to work in the trades. Exposing them to careers right outside their door���whether or not they require a college degree���lets them learn early where their passions lie. That guards against college-bound students meandering through a series of new majors���shelling out an average of $16,000 a semester���while they explore.

Some keys to career-connected learning

Here are a few lessons I���ve picked up while centering career-connected learning in the districts I���ve served.

1. Collaborate with businesses

We talk early and often with area businesses, and we find they are eager to participate in creating career-oriented learning opportunities. In the past, I���ve participated in creating alliances with neighboring districts to foster career and technical education programs. We���ve partnered with local community colleges and regional chambers of commerce.

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Today, for example, our Jobs for America’s Graduates program targets students who may struggle in a traditional academic setting. It provides career-connected learning courses and work-based learning experiences and so far, we appear to be onto something. With 30 students participating now, it���s grown 50% year over year and is on track to double in three years.

I���m working now on creating an advisory board of local businesses to guide our efforts in the district where I���ve recently begun to serve.

2. Embrace humility

The advisory board, I hope, begins to address this point. Superintendents should humbly approach businesses for help. We shouldn���t assume we have all the answers. And that���s OK. After all, we have a common interest. If students are our ���product,��� businesses are the client. Let���s listen and learn what students will need to succeed in the workforce.

3. Engage teachers

In the past, I���ve erred by leaving teachers out of the initial planning stages of these programs. I thought I was protecting them from the burden of initiating another program. That was a mistake. Teachers need to be involved from the jump. That���s why the Jobs for America’s Graduates program is off to such a good start: A great teacher took the reins at the beginning.

At Wapahani High School in my current district, we���ve also begun Supporting Wapahani in Future Transformation which, with apologies to a certain mega pop star, we���ve dubbed ���SWIFTIES.��� This initiative aims to build community buy-in for career-based learning by collaborating with parents, business owners, community members and ���yes, definitely, teachers���to discuss career-based learning.

4. Remember: You are an employer

In many of our smaller or rural districts, the schools themselves are often the region���s largest employer. We have people doing jobs in technology, accounting, logistics, maintenance, transportation and the trades. Don���t overlook that. You already have the makings of a work-based learning program that could offer student internships and apprenticeships.

5. Start early

Career exploration can start as early as kindergarten. We have very intentionally taken those youngsters on career exploration trips, introducing them to different careers and helping them understand how the world works. That early exposure can help them learn what they don���t want to do, which is just as valuable as learning what they do want to do.

For all of us, success looks like student participation in their educational goals. It looks like students thriving in a job they love. It looks like starting life without the burden of college debt���whether or not they are college-bound. All we really want is to score wins for the kids we serve.

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“You don’t have to go to college to make a good living,” he says. “The kids who go through these programs, a lot of them will make more money than I will, without college debt and time wasted taking classes they’re not interested in.”

National confirm that by 2019, more than eight in 10 high school graduates had taken at least one career and technical education course. This path aims to meet students’ postsecondary aspirations and is growing in popularity, especially for this Oklahoma educator.

There are 25 full-time programs available at Kiamichi, including:

• Biomedical sciences and medicine
• Computer information technology
• Cosmetology
• Criminal justice
• Pre-engineering
• Teacher prep/early care and education

Short-term courses include Electrical Lineman Training, Effective Communication and Intro to AI, as well as several specialized trainings like Workforce and Economic Development, a police officer training academy, truck driver training and many more.

It’s an opportunity Poteau and other Oklahoma schools are taking advantage of thanks to new state legislation. Oklahoma has recently adjusted graduation requirements, which allows students to earn math or science credits for completing courses at Kiamichi.

“A lot more students were interested in taking a career and tech ed program, but some of those graduation requirements in the past were holding them back,” says Michael Culwell, Kiamichi’s career tech director. “That’s one thing our legislators have embraced and are encouraging students to look more at the trades.”

Culwell also serves on the board of directors for the Association of Career and Technical Education. Six years ago, he established the career specialist position to work in fifth through eighth grade in partner schools to help students begin their career exploration journeys.

“That is a big part of the partnerships that we have,” says Culwell. “By the time they get to high school, they know our faces. They know the campus.”

Kiamichi also offers a that allows partnering high school graduates to participate in these programs for two years. Ballard says several of his students took this route after going to college and quickly realizing it wasn’t for them.

Ballard encourages other administrators to meet face-to-face with their career tech centers to create opportunities for students.

“It always goes back to communication,” says Ballard. “It’s important that high school administrators get with their career techs and tell them what their needs are. Get out and talk to your local career techs and build those relationships from the ground up.”

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For instance, how can you evaluate a centralized education system against one with 50 state-led education departments? Or, assess test rankings when all U.S. students are tested in comparison to just a handful in other countries?

While these criticisms hold merit, they shouldn���t deter us from learning from practices worldwide. Even within the unique context of our own culture, valuable lessons can be drawn.

In 2024, I took two trips to Switzerland as part of Indiana���s to explore the country���s approach to education and apprenticeship. The first trip was an industry-focused learning journey in which we met with Swiss professionals, interacted with apprentices and engaged in meaningful discussions about how tot apply what we learned within our Hoosier (and U.S.) context.

My second trip was as sole educator for the Indiana delegation at ETH Zurich���s CEMETS Education Systems Reform Lab Institute, which focuses on the design, implementation, and outcomes of education reforms. Together, we worked with Swiss experts to strategize how to implement critical takeaways in Indiana, adapting their practices to fit our culture and educational landscape.

My visits to Switzerland offered an enlightening glimpse into an education system that seamlessly bridges the gap between academic learning and real-world application. The Swiss approach is grounded in the belief that there are three primary purposes of education: self-actualization, equity and the need for human capital development. In turn, these principles drive three primary pillars���career exploration integration, industry-led credential development and a permeable education system with no dead ends.

While we must acknowledge cultural and other differences that might make it impossible to replicate the Swiss model completely, there are many valuable lessons we can learn from and reshape to fit our unique context.

Career exploration integration

In Switzerland, career exploration is not an afterthought but an integral part of the educational journey. Students are exposed to various career paths from an early age through structured programs that blend classroom learning with practical experiences.

This approach ensures that when students are ready to make career decisions, they clearly understand their interests and aptitudes. By age 16, 60% of Swiss students enroll in the country���s vocational education and training pathway to secure advanced training skills while pursuing advanced qualifications or a degree.

The Swiss model ties directly to the belief in equity, as it provides all students with access to opportunities. As of Cajon Valley Schools in San Diego reminds us, “Students cannot aspire toward a career if they don’t know it exists.”

Incorporating career exploration into our curriculum gives students a more comprehensive view of the possibilities, enhancing their engagement and helping them make more informed choices about their futures. Schools should also partner with local businesses and organizations to offer internships, job shadowing and mentorship opportunities, creating a more dynamic and relevant learning experience.

In Indiana, our district hosts multiple luncheons throughout the year with local business leaders to discover how we can foster the region���s economic development by readying a highly-trained, highly-paid workforce.

Industry-led credential development

Swiss education is marked by its close collaboration with industry. The needs of our industry partners must drive credential development, ensuring students acquire relevant skills for the job market. This synergy between education and industry guarantees that graduates are not only employable but are also equipped to meet the evolving demands of the workplace.

Adopting a similar model could significantly benefit our students. By involving industry leaders in developing curricula and certification programs, we can ensure that the skills being taught are those that employers are actively seeking. For instance, Eastern Hancock schools have integrated pathways programming that provides students a head-start on their careers, such as vet tech science classes and a partnership with Indiana University for a future-educator pathway.

More than half of Eastern Hancock’s students are enrolled in a hybrid schedule, which allows them to gain real-world experiences outside the walls of Eastern Hancock. Many students attend half-day classes at the New Castle or Hancock County career centers. In addition, a growing number of students are participating in Eastern Hancock���s work-based learning program, which allows them to learn first-hand from our industry partners each day while earning a wage as employees.

This hands-on experience ensures our graduates are not only competitive but also prepared to make immediate contributions to the workforce.

A permeable system of education with no dead ends

One of the most impressive aspects of the Swiss education system is its permeability. Students have multiple pathways to achieve their educational and career goals, with the flexibility to switch tracks without being penalized. This system recognizes that learning is a lifelong process and that individuals may need to adapt their educational trajectories as their interests and circumstances change. This belief is rooted in self-actualization, where individuals can shape their paths and continue growing.

In contrast, our education system often feels rigid, providing only an academic pathway built on a deficit model where only a few students can earn the highest educational attainment. However, recent efforts in Indiana are aiming to change that.

Through the state’s high school redesign process, there is a push to create a more flexible system so students can achieve success beyond the traditional honors diploma. These redesign efforts offer students more options to pursue a broader range of aspirational distinctions, including career-focused certifications, academic accomplishments, and authentic work experiences, paralleling their high school experiences with their future goals.

This process aligns with the broader goals of creating multiple pathways for students to succeed and fosters the ability to explore different fields without fear of reaching a dead end. Like in Switzerland, Indiana���s high school redesign aims to give students opportunities to explore various career paths while still being able to adjust and adapt their learning trajectory.

The Swiss education system’s emphasis on career exploration, industry collaboration and flexible pathways offers a blueprint for creating a responsive and resilient education system. By integrating these principles into our educational frameworks, we can better prepare our students for the challenges and opportunities of the future.

Adapting these lessons requires a collaborative effort from educators, industry leaders, policymakers and communities. While we may not be able to completely replicate the Swiss model due to cultural and contextual differences, together, we can create an educational environment where students can explore their passions, develop relevant skills, and pursue a path that leads to personal and professional fulfillment.

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