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Practices with Promise Success Story

Submitted By: Jeff Williamson, Center for International Trade Development

ASEAN Markets are Growth Opportunity for California

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: External Certification Seekers, Faculty/Teachers
  • Sector(s): Global Trade & Logistics, Small Business
  • Momentum Point(s) & Leading Indicators : MP 34, LI 7 (click here for description)
  • Regions Involved: Central Valley, East Bay, Greater Sacramento, Inland Empire/Desert, Los Angeles, North Bay, Northern Inland, Orange County, San Diego/Imperial, San Francisco/San Mateo, Santa Cruz/Monterey, Silicon Valley, South Central Coast
  • Colleges Involved: American River College, Butte College, Chaffey College, City College of San Francisco, College of Alameda, College of San Mateo, College of the Desert, Contra Costa College, Cosumnes River College, El Camino College, Evergreen Valley College, Folsom Lake College, Foothill College, Fresno City College, Grossmont College, Irvine Valley College, LA City College, LA Harbor College, LA Mission College, LA Pierce College, LA Southwest College, LA Trade-Tech College, LA Valley College, Laney College, Long Beach City College, Merced College, Merritt College, Mission College, Moreno Valley College, Norco College, Ohlone College, Orange Coast College, Oxnard College, Palomar College, Reedley College, Riverside City College, Saddleback College, San Diego City College, San Diego Mesa College, San Diego Miramar College, Santa Ana College, Santa Barbara City College, Sierra College, Skyline College, Southwestern College, Ventura College, West Hills College-Coalinga, West Los Angeles College, West Valley College

The Challenge

Growth Opportunities - International Trade and particularly exporting is widely recognized as one of the primary paths for economic advancement and wealth creation for any economy -- regional or national. Currently U.S. exports are approximately 15% of GDP. Experts suggest that in order for the U.S. Economy to continue to grow, we will need to export 30% of our GDP in the next 10 years. Most of this growth will come from small businesses.

The Solution

Build a collaborative network with state and federal agencies and non-profit business organizations to help small businesses export, which in turn creates new jobs.


Leveraging the resources of the U.S. Small Business Administration, State Trade and Export Promotion program, the Centers for International Trade Development (Global trade sector) work with a network of partners including the Governors Office of Business and Economic Development, Chambers, the SBA, the Ports and the U.S. Department of Commerce to promote exports. Over the past 4 years, this has assisted over 300 small businesses generate $150 million in new sales.

This segment on Channel News Asia, a leading news channel in Southeast Asia out of Singapore highlights the business opportunities in the AEC (ASEAN Economic Community). Two CITD/STEP clients are featured - Tukatek and Arion International.

The Data

Both Tutatech and Arion International, mentioned in the video, are successful exporters.

Supporting Information

Channel News Asia Coverage of Obama Asean Summit

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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