Earning a postsecondary degree or credential has become a prerequisite for the growing jobs of the new economy. President Obama has challenged every American to commit to at least one year of higher education or postsecondary training to better prepare themselves for the challenges they will face in the ever-evolving workforce. OCTAE is committed to supporting community college students and, in turn, strengthening the coordination and alignment between adult education and developmental education programs at community college campuses to better prepare students for the 21st century job market. The Supporting Student Success: Adult Education and Remedial Education Reform in Community Colleges initiative is a technical assistance activity, funded by OCTAE to support the President and the Department’s goals.
As part of Supporting Student Success, OCTAE, through the support of the Manhattan Strategy Group is hosting three Community of Practice (CoP) discussions this fall. The CoPs will be hosted on the LINCS online platform. To comment in the discussions, free membership to LINCS is required, but no membership is necessary to read the discussion. Make sure you are subscribed to Postsecondary Completion LINCS Community of Practice group for more information. Learn more about LINCS here. We highly encourage you to join the CoPs by signing up prior to the start of the discussion.
Get involved! The CoP discussion of best practices listed below will be led by current practitioners of adult education and developmental education programming.
Building Bridges Between Adult Basic Education and Developmental Education: October 17-21, 2016
This discussion is designed to present strategies and models for collaboration and communication between Adult Basic Education (ABE) and Developmental Education (Dev Ed) programs based on work being done at Amarillo (TX) College and Gateway (CT) Community College.
Intensive Skill and College Readiness Programs at Community Colleges: November 7-11, 2016
This discussion will lead with the presentation of two programs, St. Louis (MO) Community College’s Academic Academy and Gateway Community College’s Academic Bootcamp. They will provide information about their opportunities surrounding skill development, college and work readiness competency development, and career guidance.
Re-Visioning Student Instruction and Support: December 1-8, 2016
This discussion is designed to present national programming which incorporates intensive support services. Individuals from St. Louis Community College and Amarillo College will begin by sharing some of their practices which include, but is not limited to: face-to-face advising, online media instruction, and community based supports integrated into training.
Guest blogger: Erin Berg, OCTAE Community College Program Specialist
Dequan Wilkins poses with OCTAE’s Deputy Assistant Secretary, Johan Uvin, and his mentors, Natasha Muhammad and Stephanie Amponsah, from the Baltimore-based Urban Alliance.
Dequan Wilkins, graduate of Friendship Academy of Engineering and Technology in Baltimore, Maryland, provided opening remarks for the U.S. Department of Education’s Strengthening Work-Based Learning in Education and Transition to Careers Workshop, co-hosted with the Organisation for Co-operative Economic Development (OECD) in Baltimore, Maryland, from July 26-27, 2016. As a child and young adult growing up in Baltimore’s foster care system, Dequan recounted his “once-in-a-lifetime opportunity” to obtain an internship at the Episcopal Community Services of Maryland (ECSM) Culinary Arts program and how this work-based learning experience transformed his pathway from school to work. He connected with a workplace mentor, learned the requisite technical and employability skills, obtained an industry-recognized certification (ServSafe), and was ultimately hired as a Sous Chef. Dequan is passionate about culinary arts and is looking forward to creating his own bakery.
Maalik Groves, Shanelle Lockhart, Chloe Starcher, and Dequan Wilkins served as panelists for Youth Voices session moderated by John Ladd, Administrator, Office of Apprenticeship, U.S. Department of Labor.
Three other students—Maalik Groves and Shanelle Lockhart from the Urban Technology Project in Philadelphia, Pennsylvania, and Chloe Starcher, an apprentice at Joint Apprenticeship and Training Committee (JATC) 24 in Baltimore, Maryland—provided similar stories of how work-based learning, as part of their career and technical education programs, enabled them to connect their academic and technical learning and test out their career interests in real life work settings. Each told of the importance of a caring adult who mentored them, guided them, and helped them master critical employability skills that would help them navigate and excel in the world of work.
These student stories set a perfect context for the two-day meeting that featured international policies and practices for developing and scaling up work-based learning opportunities in the U.S. and abroad. The full agenda, discussion papers, and speaker bios are available for review at sites.ed.gov/OCTAE/WBL2016. A U.S. report on work-based learning will be available early Winter 2016 and an international report on work-based learning will be available in 2017. Stay tuned to the Perkins Collaborative Resource Network (PCRN) at cte.ed.gov for these reports.
The Department of Labor (DOL) announced the Equity in Apprenticeship Request for Proposals (RFP) to increase apprenticeship opportunities for underrepresented populations. This RFP seeks to award multiple contracts to national intermediaries to develop national or regional “Opportunity” partnerships. These “Opportunity” partnerships will work to increase gender, racial, ethnic and other demographic diversity and inclusion in apprenticeships.
Links to the announcement and the DOL news release on this effort are below:
New funding announcement released: Providing High-Quality Career and Technical Education Programs for Underserved, High-Need Youth Through a Pay for Success Model
Every year, the U.S. Department of Education allocates roughly $1.8 billion in funding to States and outlying areas for strategic investments in career, technical and adult education at local education agencies, community colleges, correctional institutions, libraries, housing authorities, and community-based, faith-based and other non-profit organizations. Together, States and outlying areas match federal adult education resources with State and local investments totaling between $1 and $1.5 billion annually. And, the State match for career and technical education is $116 million per year with additional State and local resources estimated to be eight to ten times the federal investment.
We have made significant improvements in the collection of performance data related to these investments over the last decade, but unfortunately we have limited evidence-based feedback at the national level on these investments. Given statutory performance accountability requirements, we have aggregate data from States and outlying areas on the number of people who participated in career, technical and adult education and their overall outcomes during a given reporting period. However, there are some significant limitations to these data that lead us to a troubling spot: we too often just don’t know if participation in our programs brought about positive outcomes. Furthermore, we don’t know what would have happened to these participants had they not participated.
OCTAE is pleased to host this blog post by guest blogger: David Etzwiler, CEO, Siemens Foundation
David Etzwiler, CEO, Siemens Foundation
It was an honor to take part in yesterday’s workshop on “Strengthening Work-Based Learning in Education and Transition to Career.” For the Siemens Foundation, this is an extremely important topic, and one that we’ve recently chosen to focus on as part of our STEM Middle-Skill Initiative program.
For students, work-based learning is an underutilized method that holds the promise of opportunity and is ripe for growth. It can help students develop essential employability skills and build a strong, positive work history. It can also help them build an important network of peers and employers that often connect the dots between job seeker and the right position.
Companies win, too. They have the opportunity to shape the next generation of skilled workers from an early stage and engage directly with the local education system in a meaningful way. These experiences can also help build a positive culture in the workplace as current workers see their employer’s commitment to training and giving back to the community.
As a German company, Siemens’ roots run deep in apprenticeships, and the company has thrived from its access to the strong, skilled pipeline of workers that come from these work-based learning programs in Germany.
In the U.S., Siemens has worked to develop apprenticeships, but it’s an effort that needs a much more broad-based approach if the U.S. is going to successfully scale the model. Like so many other efforts worth the outcome, work-based learning can require a lot of time, commitment and resources.
Today, July 26, is the anniversary of the signing in 1990 of the Americans with Disabilities Act. In recognition of the spirit of the Act, we are pleased to recommit to the important work of making our programs inclusive and accessible to all.
Disability is part of the human experience, and one of the variables that contribute to the rich diversity of our nation. Disability is not a static condition—people can experience a disability from birth, or develop a disability as a result of genetics, aging, or trauma. Disability does not discriminate—anyone can acquire a disability, at any time. Individuals with disabilities are neighbors, teachers, community leaders, and parents. They are workers, managers, corporate CEOs, and healthcare providers. Individuals with disabilities can and do participate in all realms of work, and their strong participation is vital to our economic growth.
According to the American Community Survey, in 2014, the resident population in the United States was estimated to be approximately 319.9 million individuals; and of this, approximately 31.9 million individuals have some kind of disability, including both apparent and non-apparent disabilities. Yet individuals with disabilities still face barriers to full, family-sustaining employment.
On June 21, 2016, the Bureau of Labor Statistics released the Persons with a Disability: Labor Force Characteristics. The data on persons with a disability are collected as part of the Current Population Survey (CPS), a monthly sample survey of about 60,000 households that provides statistics on employment and unemployment in the United States. Based on this report, in 2015, 17.5 percent of persons with a disability were employed. The unemployment rate for persons with a disability was 10.7 percent in 2015, compared to 5.1 percent for those without a disability. Some key findings (and where to find them in the report) include:
As we approach the end of summer, it is important to reflect on ways that we can all support students and families preparing to attend college next year. For the first time this fall, students are able to complete the Free Application for Federal Student Aid (FAFSA) beginning on October 1st. This earlier date allows students to explore further financial aid options before most college’s deadlines. As a result, students will have more college options than in the past.
On average there are 482 high school students for every college counselor, each looking for their own set of advice in regards to the college application process. In addition to those students who have overworked counselors there are many youth and adults who are deciding to return to school and who lack access to free college counseling. For these reasons, in September 2015, the U.S. Department of Education redesigned the College Scorecard to provide the clearest, most accessible, and most reliable national data on college cost, graduation, debt, and post-college earnings. This tool was improved with feedback from students, families, and counselors to help ensure that families and future postsecondary students make the most informed decisions when choosing a college.
Watch this video with U.S. Secretary of Education John King and U.S. Secretary of Labor Tom Perez highlighting a success story resulting from local, state, and federal agencies collaborating under one roof. Janet’s story is an inspirational example of how adults can benefit from coordinated workforce development services.
Janet Terry, winner of the Pennsylvania Governor’s Achievement Award for the Outstanding Senior Community Service Employment Program Participant.
Read the full story posted by our partners in the Office of Special Education and Rehabilitative Services.
Don’t forget to tune into the White House Champions of Change event tomorrow, Friday, June 17! Join in the excitement by watching the livestream at wh.gov/live from 1:00pm to 3:00pm Eastern Time for the announcement of the winners of the CTE Makeover Challenge!
The Champions of Change for Making event will kickoff the National Week of Making and feature remarks from senior Administration officials, panel conversations with the Champions of Change, and announcements of new actions and commitments in support of making around the country. Joining the conversation will be businesses, organizations, and government agencies who are leading efforts to empower, support, and inspire makers around this country and the world.