The Workforce Innovation and Opportunity Act (WIOA) aims to increase access to and opportunities for employment, education, training, and support services, particularly for individuals with the greatest barriers to employment. WIOA, which marks the most significant change to the Federal adult education, vocational rehabilitation, and workforce development systems in more than a decade, promotes stronger alignment of workforce, education, vocational rehabilitation, and other human services systems in order to improve the structure and delivery of services to individuals, including adults and youth with disabilities and others who face barriers to employment.
While the Departments of Labor, Education, and Health and Human Services have always strived to create and expand access to education, training, and employment opportunities for the millions of youth and adults who seek services through their programs, WIOA modernizes and streamlines the workforce development system to offer holistic, wrap around services to support gainful employment in the competitive integrated labor market. WIOA also supports innovative strategies to keep pace with changing economic conditions and calls for improved collaboration among agencies, not just at the State and local levels, but also at the Federal level.
The successful implementation of WIOA will require States and local areas to establish strong partnerships with core programs and other partners in the community, including local educational agencies, in order to successfully serve program participants, workers, and learners. WIOA’s unified and combined state planning provisions support this coordination by requiring a four-year strategy based on an analysis of workforce, employment and unemployment data, labor market trends, and the educational and skills level of a State’s workforce. The strategic planning process will help States align education, employers, and the public workforce system for efficient and effective use of resources. This coordinated planning will also ensure that programs and services are responsive to employer, business, and regional and community needs.
See the newly extended deadline for the call for papers in the special PLOS One Collection: Improving the Lives of Adults and Families: Identifying Individual and Systems-level Factors Relating Education, Health, Civic Engagement, and Economic Well-being. Learn more.
Remarks by Vice President Biden at the March 24, 2015 Upskill Summit.
On April 24, the White House convened nearly 200 employers, labor leaders, foundations, non-profits, educators, workforce leaders and technologists who are answering the President’s call to action to join his Upskill Initiative, a new campaign to help workers of all ages and backgrounds earn a shot at better, higher-paying jobs. The Upskill Initiative is a public-private effort to create clear pathways for the over 20 million workers in front-line jobs who may too often lack the skills or opportunity to progress into higher-paying jobs, and realize their full potential.
Since the President’s call to action in January, the Upskill Initiative has already made significant progress with an initial set of partners and resources already on board:
Over 100 leading employers – representing more than 5 million workers – and 30 national and local labor unions answering the President’s call to action
Coalition of 10 national business networks partnering together to form Upskill America
New tools and resources for workers and employers
Last week’s White House Summit is just the beginning for the Upskill campaign. As the President and Vice President have highlighted, the Initiative’s success will require much more: Employers and labor leaders, philanthropists and tech innovators, educators and workforce leaders, and more committed to unlocking the potential of every American worker.
What is adult education’s role in the Upskill Initiative?
On April 16, 2015, the U.S. Departments of Education (ED) and Labor (DOL) announced the release of five notices of proposed rulemaking (NPRMs) related to the Workforce Innovation and Opportunity Act (WIOA), signed into law on July 22, 2014. The NPRMs are available for public comment on the Federal Register website at http://www.regulations.gov. We encourage you to share this information with interested stakeholders.
The five NPRMs include:
DOL NPRM – This NPRM proposes to implement changes made to titles I and III of WIOA, including the adult, dislocated worker, and youth formula programs; state and local workforce development boards; designation of regions and local areas; local plans; the one-stop system; and national programs authorized under title I; and amends the Wagner-Peyser Act under title III. Provide your comments on docket ETA-2015-0001.
Joint Rule for Unified and Combined State Plans, Performance Accountability, and the One-Stop System Joint Provisions —The U.S. Departments of Education and Labor developed a joint rule proposing to implement jointly-administered activities under title I of WIOA regarding Unified and Combined State Plans, performance accountability, and the one-stop system. The proposed rules in the joint NPRM apply to all core programs, including the State Vocational Rehabilitation Services and the Adult Education and Family Literacy Act programs. Provide your comments on docket ETA-2015-0002.
Adult Education and Family Literacy Act (AEFLA) NPRM – This NPRM proposes to implement changes to programs and activities authorized under AEFLA, which is contained in title II of WIOA. Provide your comments on docket ED-2015-OCTAE-0003.
Rehabilitation Act of 1973 (Rehabilitation Act)—These two NPRMs propose to implement changes made to the programs authorized under the Rehabilitation Act, which is contained in title IV of WIOA, as well as implement new provisions:
State Vocational Rehabilitation Services program; State Supported Employment Services program; Limitations on the Use of Subminimum Wage — This NPRM proposes to implement changes to the State Vocational Rehabilitation Services program and the State Supported Employment Services program, as well as implement provisions in new Section 511 (Limitations on the Use of Subminimum Wages). Provide your comments on docket ED-2015-OSERS-0001.
Miscellaneous program changes – This NPRM proposes to implement changes to other Rehabilitation Act programs administered by ED. Provide your comments on docket ED-2015-OSERS-0002.
The Departments invite public comment on the proposed regulations for 60 days following publication in the Federal Register. Comments may be submitted online at www.regulations.gov or hard copy comments may be submitted via postal mail, commercial delivery, or hand delivery. Instructions for submitting public comments are described in each of the NPRMs published in the Federal Register. Any comments not received through the processes outlined in the NPRMs will not be considered by the departments. All comments must be received on or before June 15, 2015.
View the joint DOL and ED press release announcing the release of the NPRMs.
For more information on the NPRMs and additional resources, please visit www.ed.gov/aefla.
This article first appeared in the OCTAE Connection newsletter March 26, 2015. You can access that issue here.
OCTAE commissioned Dr. Stephen Reder, professor in the Department of Applied Linguistics at Portland State University, to create five research briefs using that university’s Longitudinal Study of Adult Learning (LSAL) data to examine the long-term impacts of adult basic skills (ABS) program participation on a range of outcome measures. The study was part of the National Center for the Study of Adult Learning and Literacy, with funding provided by the U.S. Department of Education and the National Institute for Literacy. All entities interested in or serving adult learners are encouraged to review each of the briefs in their entirety for a comprehensive discussion of the findings, as well as data graphics, and references. Links to each of them can be found in the summaries below. PDFs for the series may be accessed on LINCS.
Background: National as well as international studies, including the Survey of Adult Skills, demonstrate the need and economic value of ABS. Yet, there is little rigorous research demonstrating that participation in basic skills programs directly impacts the skill levels, educational attainment, or social and economic well-being of adults with low levels of education.
Figure 1 shows the estimated percentage of the LSAL population that ever participated in an ABS program through each given wave of the study (line graph), as well as the median total hours of program attendance accumulated by participants (bar graph).
Most research on adult literacy development has only examined the short-term changes occurring as students pass through single ABS programs. Most studies use short follow-up intervals and include only program participants—making it difficult to see the long-term patterns of both program participation and persistence, and the ability to assess the long-term impact of ABS program participation. ABS program evaluation and accountability studies have shown small gains for program participants in test scores and other outcomes, but they rarely include comparison groups of nonparticipants and, studies that do include such controls have not found statistically significant ABS program impact. In short, more research is needed that compares adult literacy development among program participants and nonparticipants across multiple contexts and over significant periods of time. This will provide life-wide and lifelong perspectives on adult literacy development and a better assessment of program impacts on a range of outcome measures.
The LSAL is one study that does address these long-term impacts. Between 1998 and 2007, LSAL randomly sampled and tracked nearly 1,000 high school dropouts’ participation in ABS programs. The study assessed their literacy skills and skill uses over time, along with changes in their social, educational, and economic status, to provide a more comprehensive representation of adult literacy development.
“It’s essential to keep rigorous content standards at the heart of instructional planning, delivery, and evaluation.” Christopher Coro, Deputy Director of the Division of Adult Education and Literacy, Office of Career, Technical, and Adult Education (OCTAE)
That is exactly what 66 adult educators from 12 states did throughout their participation in an intensive, three-day training workshop held in Washington D.C., March 17-19, 2015. The workshop was designed in response to the following question: What do adult educators need to know and be able to do to translate content standards into college and career readiness (CCR) aligned curriculum and instruction? Participants will tell you they know now! They spent three action-packed days learning the core instructional actions to effectively implement CCR standards in adult education classrooms.
Under the guidance of StandardsWork Inc. staff and coaches/trainers, participants delved into the instructional and institutional implications of CCR standards. Half the participants worked with the CCR standards for English language arts/literacy while others immersed themselves in the math standards. Now team members know how to:
Determine the alignment of an instructional resource to the standards,
Revise the resource to improve its alignment, and
Create CCR-aligned lessons.
And they know how to implement their training and the tools and lessons with instructors across their states. Participants left the workshop equipped with ready-to-use training material that will enable professional development staff to provide training activities statewide.
Between now and June 2015, the 12 teams will pilot the training in up to two local-programs in their states (AZ, CO, CT, IL, KY, ME, MA, MN, MT, PA, TN, and VA). Simultaneously, they are engaging in longer-range planning to scale up what they learned regarding translating standards into CCR-aligned curriculum and instruction statewide. Implementation teams will continue to have access to StandardsWork staff and coaches to assist with their sustainable implementation of CCR standards. In September 2015, everyone will return to Washington D.C. for a second training workshop, Improving Student Assignments and Conducting Focused Classroom Observations.
Every day is a good day for digital learning! One of OCTAE’s top-line priorities is to ensure that teachers and students have access to high-quality learning opportunities on demand. To meet this priority, we have been working on several efforts. To celebrate Digital Learning Day 2015, here is a round-up:
LINCS.ed.gov has an established Community of Practice that is home to lively peer-to-peer and expert-led discussions among nearly 10,000 adult educators. Seventeen self-access courses on topics such as establishing career pathways, accommodating learners with learning disabilities, teaching science, serving English language learners, and integrating technology provide on-demand professional development for thousands of practitioners. All of this is available to teachers 24/7 and on the go.
Teacher User Groups in two projects have supported adult education teachers to find, evaluate, and review high-quality Open Education Resources (OER) in the areas of science, math, and English language learning for use in adult education classrooms. Their reviews are posted in OER Commons where there is a growing category of reviewed OER tagged as “adult education” and “adult ESL” so other teachers can easily find them and incorporate these resources into the classroom or assign as supplemental learning. The Open CTE Resources: Educator’s Guide Roadmap to help teachers use, build, and share their own OER is also freely available on the site.
To facilitate more students, teachers, and programs going digital and bringing more digital resources to learning, OCTAE is an enrollment partner with EveryoneOn.org, a broker of low-cost Internet and refurbished high-end devices. Learn how to help students get connected through Everyoneon.org/adulted and learn more about this program here.
OCTAE has also teamed up with the Institute of Museum and Library Services (IMLS) to promote local library-adult education partnerships focused on digital learning and digital literacy. Libraries are a natural source of hands-on assistance with digital and print literacy in the community and can be a productive outreach and recruitment partner. To assist literacy tutors and library volunteers, OCTAE and IMLS co-sponsored development of the Tutor Ready Learning Plans, available online at . Read more about these resources and access an archived webinar presentation.
The Employability Skills Framework is an interactive, one-stop resource for information and tools to inform the instruction and assessment of employability skills for teachers in adult education and career and technical education. The Framework aligns resources around nine key skills, organized in three broad categories: applied knowledge, effective relationships, and workplace skills.
Keep an eye on the horizon for two challenges to be launched by OCTAE. The Reach Higher Career App Challenge seeks to spur innovation in career exploration by empowering students with individualized career and education information at their fingertips. The EdSim Challenge will encourage developers of cutting edge 3D simulations and games to develop the next generation of immersive, interoperable, open platform simulations. More details will be provided soon.
“A zip code should not determine someone’s fate.” Those words echoed as Leticia James, New York City Public Advocate provided remarks at the New York City Young Men’s Initiative’s (YMI) My Brother’s Keeper (MBK) Community Convening. “It’s the power of government and education to transform, and that’s what our work is about,” she added. And that’s why President Obama launched the My Brother’s Keeper initiative last year, to help bridge gaps and expand opportunity for young people, particularly boys and young men of color – regardless of who they are, where they come from or the circumstances into which they are born.
Held at the Schomburg Center for Research in Black Culture in Harlem on February 27, the convening brought together representatives from the community – as well as public and private sector leaders in the areas of philanthropy, education, mentoring, community development and others – who are all unified in their commitment to advancing life outcomes and opportunities for young men of color.
After a dynamic youth discussion between Urban Ambassador and YMI Youth Advisor Lionel Kiki and David Banks, President and CEO of the Eagle Academy Foundation, the first panel focused on education. Among the many ideas that were shared during the education panel, three themes set the tone – including the need for every young person to have access to a mentor, whether that is a caring adult or peer mentor. And particularly for young men of color, male mentors are crucial. “A student without a mentor is like an explorer without a map,” said a participant. The second theme was about changing the narrative about young men of color. “We should start talking about assets, as opposed to deficiencies,” was a key point made by various participants. Third, was the emphasis on culturally appropriate education, including programs and staff.
Sheena Wright, President and CEO of the United Way of New York City, moderated and panelists included Deputy Mayor of New York Richard Buery, Grace Bonilla, President and CEO of the Committee for Hispanic Children and Families, Inc., Paul Forbes, Director of the Expanded Success Initiative, and U.S. Department of Education Acting Assistant Secretary Johan Uvin.
Since the launch of MBK, cities, counties, and tribal nations were called on to implement “cradle to college and career” strategies for improving the outcomes for young people – known as the MBK Community Challenge. Since then, cities, businesses, and foundations are taking steps to connect young to the mentorship, networks, and the skills they need to find a good job, or go to college. During our trip to New York, we saw first-hand what several neighborhoods in New York are doing to improve the outcomes of youth and young men of color in particular. We visited three programs that are part of the Young Men’s Initiative. We had the opportunity to meet with several inspiring youth and adults participating in the Expanded Success Initiative (ESI), Jobs-Plus and Young Adult Internship Program, initiatives of YMI’s efforts to address disparities faced by young men of color. While on a tour of EPIC North High School – a part of ESI – the students shared inspiring and deeply personal testimonies about how EPIC has provided leadership and life skills while enabling them to earn their high school diploma and get ready for college.
Acting Assistant Secretary Johan E. Uvin, Grace Bonilla, Sheena Wright, Deputy Mayor of New York Richard Buery, and Paul Forbes discuss innovative practices and tools that should be considered when planning to increase college access for Black and Latino young men.
New York City is one of the larger cities that responded to the President’s powerful call to action on February 27th last year. Along with New York City, nearly 200 mayors, tribal leaders, and county executives across 43 states and the District of Columbia have accepted the MBK Community Challenge in partnership with more than 2,000 individual community-based allies. These “MBK Communities” are working with leading experts in youth and community development to design and implement cradle-to-college-and-career action plans. Within six months of accepting the Challenge, MBK Communities commit to review local public policy, host action summits, and start implementing their locally tailored action plans to address opportunity gaps. MBK Communities are provided with technical assistance to develop, implement and track plans of action from both federal agencies and independent organizations with related expertise.
Last week, a report was released that provided an update on three areas of focus based on the goals laid out in the MBK Presidential Memorandum: state and local engagement, private sector action – independent nonprofit, philanthropic and corporate action; and public policy review.
We encourage you to read the report and learn more about the Young Men’s Initiative in New York City. We also encourage you to get involved in your community and join efforts to improve policies and programs to improve the outcomes for all youth but particularly for young men of color.
Johan E. Uvin is the Acting Assistant Secretary for Career, Technical, and Adult Education and represents the Department on the Entering the Workforce work team of the My Brother’s Keeper initiative. Carmen Drummond is the Policy Advisor to the Assistant Secretary and advises on interagency issues and strategic Administration initiatives.
The Departments of Education (ED), Health and Human Services (HHS), and Labor (DOL) continue our exciting work together around career pathways – both systems building and programs. In April of 2014, we issued a joint Request for Information (RFI) to get information and recommendations about career pathways from stakeholders in the public and private sectors.
A diverse group of 141 respondents from across the nation commented. We received information about existing career pathways systems, roles and responsibilities of career pathways partners, connections to economic development strategies, how pathways systems are funded, how participant outcomes are measured, and how providers ensure that pathways stay current with labor market trends.
Career Pathways Summary of Responses to a Request for Information
An interagency team has been reviewing and analyzing the responses and is pleased to share a summary report with overarching themes from the RFI. The report includes facilitators and barriers to career pathway(s) development and implementation. It also includes promising practices and recommendations for what federal, state, tribal, and local agencies can do to support the successful development of career pathways systems in light of recent developments such as the passage of the Workforce Innovation and Opportunity Act (WIOA). The report concludes with an overview of key opportunities, including:
Service to Diverse Populations
Support for Research
Career pathways are a required activity for state and local workforce development boards, and WIOA encourages their implementation throughout the new law. This increased support for career pathways is guiding a comprehensive update and enhancement to the existing career pathways framework and Career Pathways Toolkit.
Yesterday, as part of the enhancement process, DOL, in partnership with the interagency team, hosted a Champions meeting, with those recognized as a champion in the implementation of a Career Pathways System in their state, locality, or tribe, to get valuable input on draft revisions to the Career Pathways Toolkit. The champions provided their feedback as well as any innovations, creative approaches, and evidence-based practices they have developed since the publication of the last version of the Toolkit in 2011.
Please know that the information shared through the RFI and yesterday’s Champions meeting will be used to inform technical assistance efforts, funding opportunities, policy discussions, and other activities to support the development of career pathways systems. So, stay tuned by staying engaged with the Moving Forward with Career Pathways project.
“We must close the equity gap for immigrants, refugees, returning citizens, and all adults with disabilities.” – Dr. Brenda Dann-Messier
Rigoberto Alvarado left El Salvador in 1991 in search of a better life in the United States. He needed English and a job. With the help of friends and family, he found an English class at the Neighborhood Centers’ Oakland Adult and Career Education. He started learning English. He found a job he liked in the hospitality industry. But he quickly realized he needed more skills in order to advance, so he returned to Neighborhood Centers to learn about computers and computer applications. Through hard work and dedication to his education, Rigoberto advanced through the ranks to become banquet manager at the Waterfront Hotel in Jack London Square. He now hires and supervises many employees, manages costs and inventories, and strives to create a positive employee work environment. Rigoberto put himself on the path to the middle class.
As Rigoberto’s experience indicates, employment-focused literacy and numeracy, as well as job skills are critical to the prosperity and well-being of individuals. One third of the 36 million adults with low skills in our country are immigrants or refugees like Rigoberto but they have not yet had the opportunities he has had. Our current programs can only offer English language learning opportunities to about 678,000 adult English learners per year. Unless we create additional opportunities for them, these twelve million adults will have a harder time finding a well-paying job than their higher skilled peers.
Making Skills Everyone’s Business – which was released on February 24 – makes a commitment to closing the equity gap for immigrants and refugees and other adults with multiple barriers including adults with disabilities, returning citizens, homeless adults, and emancipated youth transitioning out of the foster care system. Closing the equity gap is one of the seven strategies included in this national call to transform adult learning.
Data from the Survey of Adult Skills support this strategy. For instance, adults with learning disabilities are twice as likely to have low skills but few programs are equipped to meet these adult learners’ unique needs. Twenty-six percent of adults at Level 1 and 9 percent of those below Level 1 reported a learning disability. The figure below, Figure 9 in the Making Skills Everyone’s Business report, demonstrates the challenge.
Percentage of U.S. adults ages 16–65 at each level of proficiency on the PIAAC literacy scale, by their responses to a question about whether they have ever been diagnosed or identified as having a learning disability
One subpopulation that requires our attention and commitment are older youth and adults in our correctional facilities. Data on the skills of the incarcerated and on returning citizens are forthcoming, as the National Center for Educations Statistics is completing data collection on a representative sample of institutionalized individuals. Conclusive data are available, however, that show that career-oriented education is one of the more effective interventions that contribute to significant reductions in recidivism according to a recent meta-analysis, Evaluating the Effectiveness of Correctional Education, conducted by the Rand Corporation. OCTAE’s expanding investments in adult and youth reentry education programs and the expanded provisions for corrections education in the Workforce Innovation and Opportunity Act are just the beginning. We need to work directly with employers to create pathways from prison to good jobs.
Partnerships with employers, employment and training agencies, agencies that can support wrap around support services, and integrated education and training programs that simultaneously provide skills remediation and postsecondary education and training are doable and can create real opportunities. But these partnerships and services demand more resources. In addition to demanding resources, we should have the political will to create more opportunities.
When I traveled all across the country gathering input for Making Skills Everyone’s Business, adult learners told me repeatedly that they are ready to take advantage of the opportunities to improve their skills. Let’s work together to make it happen.
Guest Author: Dr. Brenda Dann-Messier is the former Assistant Secretary for Career, Technical, and Adult Education at the U.S. Department of Education. Dann-Messier launched the national engagement process that resulted in Making Skills Everyone’s Business.