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Instructors, restaurateurs and CTE leaders urge feasibility study to revive a Vermont culinary institute
Summary
Culinary instructors, CTE directors and industry representatives told the Senate Economic Development, Housing & General Affairs committee that the closure of NEKI left Vermont without a statewide culinary training pipeline; witnesses recommended a feasibility study to design a distributed, Vermont‑fit model tied to CTE, higher education and apprenticeship placements.
The Senate Economic Development, Housing & General Affairs committee heard multiple witnesses urging a feasibility study to reestablish a statewide culinary institute or coordinated training model in Vermont as part of S.327.
Why it matters: testimony described the closure of NEKI as removing a reliable pathway for students and adult learners into hospitality careers. Instructors and program directors said that without a Vermont‑based option many students take dual‑enrollment credits or credentials out of state (for example, New Hampshire community colleges, Johnson & Wales, or the Culinary Institute of America) and often do not return to work in Vermont.
Voices from the field: Nick Delorei, culinary arts instructor at Southwest Tech in Bennington, told senators that “with NEKI’s closure, we just don't have that anymore,” and described students leaving the state for training. Derek Williams, director of River Valley Tech Center, said many students go out of state for culinary credentials and do not come back, reducing local workforce supply. Leslie Wells said properly designed culinary and hospitality education can professionalize career paths and strengthen linkages to local farms and tourism.
Stakeholders and models: staff noted the feasibility language already adds stakeholders including the Department of Labor, Department of Corrections and the Vermont Employee Ownership Center; committee members recommended adding the Vermont Association of Career and Technical Directors, the Vermont Independent Restaurant voice and consultation with the Office of New Americans. Witnesses and Chamber representatives favored distributed models that combine CTE classroom instruction, higher‑education credit articulation and apprenticeships in restaurant kitchens rather than a single bricks‑and‑mortar campus.
Committee steps: legislative staff and sponsors agreed to refine stakeholder language and study scope to evaluate multiple delivery models and workforce pipeline outcomes. The committee did not adopt final language or funding during the session; members said they will circulate revised language and consider priorities before advancing S.327.
The committee requested written testimony and follow‑up materials from participants and indicated it will continue to shape the study language with input from education, corrections, labor and industry partners.
