The Pros and Cons of Technical Education Systems
What can we do to create more high-quality vocational education in Massachusetts?
In a previous article, I wrote that the Massachusetts Department of Elementary and Secondary Education should establish a new grant program to look at innovative ways for vocational districts and non-vocational districts to work together to create additional capacity. Further, I suggested that the state needs to reassign staff to quickly review applications for new Chapter 74 programs.
Those are relatively short-term solutions. What else can we do?
Here are three additional ideas:
o Speed up Large Building Projects. The Department of Elementary and Secondary Education (DESE) needs to lead in this area. It needs to advance discussions with the Massachusetts Municipal Association (MMA), the Massachusetts School Building Authority (MSBA), legislative leaders, and other stakeholders to develop a strategy to increase the ease by which building expansions are approved at regional vocational technical high schools which need to increase seating capacity to meet student demand. As veteran vocational leaders have repeatedly pointed out, the vast majority of regional vocational schools in Massachusetts are 40 years old. They need repair. In some cases, they need replacement. Because some of these districts have up to 19 member communities, up to 19 individual approvals are required to get a project started. With some communities facing significant fiscal stress already, it is very difficult to argue for even more funding. The state needs to put on its thinking cap and solve this problem.
o Create Stand-Alone Buildings. The state needs to convene talks with the MSBA about funding stand-alone buildings on the campuses of regional vocational technical schools which need to expeditiously increase seating capacity to meet student demand. To do this, the Legislature will likely need to empower the MSBA to dramatically increase the percentage of funding it provides on such projects.
o Create Additional Financial Incentives. As previously stated, the state needs to work to create financial incentives to support vocational school expansion. In addition, it needs to consider giving a financial incentive to regional vocational school districts that add members and to regional vocational school districts that realign their membership to make them more contiguous geographically.
These three ideas are far more complicated than creating a new grant program or hiring a new staff member. They surely won't be easy. And they won't solve the problem overnight.
But if we are serious about solving the problem - not just acknowledging it - we need to start somewhere.
Find Chinese medicine doctor programs in the United States and Canada. Chinese medicine doctors offer health and wellness services that are often used as an alternative or complementary medicine. In order to practice in the field, Chinese medicine doctors must have received adequate training and education to fulfill necessary requirements in becoming a professional practitioner. Preferably, qualified Chinese medicine doctors will have graduated from one of several accredited oriental medicine schools, and will have become certified by the National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) and licensed* in the state where they reside. *(Licensure depends on individual state requirements for practice.)
In addition to acupuncture, Chinese medicine doctors will often provide services in physical therapy (Tuina), shiatsu, nutritional advice, Chinese herbology, and other associated practices. Chinese medicine doctors in America must be either licensed or certified, and may be considered a primary care physician if they are licensed as acupuncture physicians. Common titles that are often noted for this profession, include D.O.M. (Doctor of Oriental Medicine), L.Ac.,C.Ac.,R.Ac., or O.M.D.
Generally speaking, Chinese medicine doctors, much like that of conventional medicine practitioners, have dedicated a fair amount of time and energy toward educational training in becoming a professional healthcare provider. Chinese medicine doctors will have attained much knowledge and essential skills in TCM theories (Traditional Chinese Medicine) and history. Other comprehensive education and preparation in becoming Chinese medicine doctors will include clinical and practical training in acupuncture points, needling techniques, herbal medicine, moxibustion, Qigong, Tai Chi, pathology, botanical medicine, Western medicine, physiology and anatomy.
In addition to ethical and business practices, Chinese medicine doctors are gaining lead way in modern America: for example, did you know that acupuncture (as a complementary medicine) has grown tremendously over the last two decades? According to the National Center for Complementary and Alternative Medicine (NCCAM); an "estimated 8.2 million U.S. adults have used acupuncture." That's promising news for prospective Chinese medicine doctors. And for candidates that are working toward becoming Chinese medicine doctors, it is even more promising knowing that there are several Chinese medicine and acupuncture schools from which to choose.
If you (or someone you know) are interested in finding programs to become Chinese medicine doctors, let education within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore career school programs [http://school.holisticjunction.com/clickcount.php?id=6634739&goto=http://www.holisticjunction.com/search.cfm] near you.
Chinese Medicine Doctors: Education and Credentials
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