Introduction
Globally there are quite a number of career choices and occupations to choose from and develop one’s skills in a particular field. The outstanding career choice in this situation is teaching (education), precisely that of the business teacher. In my case, there has always been a pulling force towards education. Empowering students with knowledge and giving them hope that nothing is complicated gives me so much joy. In the formulation of this report, the job entry requirements for this career choice will be considered, as the qualification and recruitment requirements.
Information concerning business education can be found through many sources where the requirements and qualifications are highlighted. These sources can be divided into internet-based and traditional labour market information sources. Internet-based sources include internet job search data, which is processed using the classical and CV methods. The classical approach revolves around the content analysis of advertisements, while the CV method deals with analyzing individuals’ CVs uploaded in looking for a job (Stefanik, 2012.p.252). Additionally, there is a list of information sources of standard labour, which include the Bureau of Labor and Statistics (BLS) and the ONET Interest Profiler. The two sources offer helpful information on the requirements and qualifications of any occupational choice. ONET is a survey platform that helps its users learn the connection between their interests and their carrier options. On the other hand, BLS provides adequate information on workers’ earnings, benefits and wages. The main focus in BLS lies in the geographical setting, the desired occupation you desire and the industry under which your career falls.
Furthermore, in the field of business education, one must possess several requirements and qualifications. Some of the work requirements include training and teaching others, interpreting information on behalf of others, establishing and maintaining interpersonal relationships, making good decisions solving problems adequately, working with the public, and processing data and putting it to good use. In this line of expertise, there are activities that an individual has to perform, which include evaluation of students’ work, guiding and following up on class discussions, staying on the current brief of the field specialization developments and developing instructional possessions. The applicants during the job hunt should display the title of the job they are applying for, the level of education they have attained, work experience in the same field, the job training and the SVP range.
One’s competence in the field of education, or any lot for that matter, should heavily rely on their knowledge, skills and abilities in the same area. The skills required in business education are speaking clearly, instructing, listening actively, writing, monitoring critical thinking, solving complex problems, time management, decision-making and judgment, system evaluation, coordination and use of mathematics to solve problems. Additionally, an individual should be knowledgeable in the following fields and criteria. They include mathematics, English language and composition, economics and accounting, communication and media, psychology, administrative practices, education and training, personnel and human resources. Lastly, an individual should also possess abilities which align with the profession. Some capabilities include oral expression, deductive reasoning, inductive reasoning, problem sensitivity, originality, speech clarity, mathematical logic, idea fluency, oral comprehension and selective attention, where one can concentrate on one given task without distractions.
CTE programs are represented in many forms depending on the particular foundation delivering them, the population density, and the components they integrate. Some popular programs include CTE institutions and training, apprenticeships, career pathways and soft-skills programs or career-readiness skill programs (Rosen et al.2018.p.5). These programs combine core courses that align with career themes, work-related learning experiences and career-conscious slots. In vocational schools in New York, various CTE programs are available. The knowledge, skills and abilities taught in these schools correspond with those listed with a preference for business education. To develop career standards, personal skills, aptitudes, and abilities should be assessed, management of school-to-school transitions, development of work-related virtue and exploitation of work career opportunities. Career development paves the way for exploration and research, assessments of skills at a personal level, professional and personal reflection and improvement of reading skills (Rosen et al., 2018.p.5).
According to CTE requirements for teacher certification, some considerations include education requirements or technical preparation, exit and entry exams and an individual’s work experience. The qualifications involved in the teaching business have been divided into two; teacher certification and technical education that majors in CTE. Teacher certification comprises general education, student teaching, teacher pedagogy and technical content. Technical education (CTE) mainly relies on a person’s work experience in the specified field (Flecher et al. 2015.p.3). The research concerning the requirements and qualifications of entry into the occupation of business studies and the requirements of CTE go hand in hand.
Conclusion
The occupation of business education (teaching) has many guidelines, requirements and qualifications that correspond with the requirements of CTE entry into the field. Though one might argue different aspects between the two, the natural sense is that they all consider the same criteria. To effectively work the course business management, one has to be conversant with all the requirements listed and possesses the needed qualifications.
References
25-1011.00 – business teachers, postsecondary (no date) O*NET OnLine. Available at: https://www.onetonline.org/link/summary/25-1011.00 (Accessed: November 26, 2022).
Fletcher Jr, E. C., Gordon, H. R., Asunda, P., & Zirkle, C. (2015). A 2015 status study of career and technical education programs in the United States. Career and Technical Education Research, 40(3), 191-211.
Rosen, R., Visher, M., & Beal, K. (2018). Career and Technical Education: Current Policy, Prominent Programs, and Evidence. MDRC.
Štefánik, M. (2012). Internet job search data as a possible source of information on skills demand (with results for Slovak university graduates). Building on skills forecasts—Comparing methods and applications, 246.
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