Providing access to foundation skills for the 24 million working Americans who have low skills is acknowledged as a cornerstone in the Vice President’s Ready to Work report, issued on July 22, 2014. Jeffery Zients, Director of the National Economic Council, and Arne Duncan, Secretary of Education, co-authored a blog highlighting the importance of on ramps, career pathways, and on the job training for this population. The article is posted on the White House site and ED’s Homeroom site.
The recent passage of the Workforce Innovation and Opportunity Act along with the executive actions in the Vice President’s report include significant changes and lay the foundation for the transformation of adult learning in our country.
Please see the article and share it through your networks to raise awareness and urgency of the importance of ensuring all Americans are ready to work.
On July 22, President Barack Obama signed the Workforce Innovation and Opportunity Act (WIOA) into law. The signing ceremony was a showcase for the importance of national workforce education and development to economic recovery. It included the release of Ready to Work: Job-Driven Training and American Opportunity, a federal-wide effort to ensure “that federally funded training programs are singularly focused on getting more Americans ready to work with marketable skills.”
WIOA will become effective on July 1, 2015, the first full program year (PY) after its enactment. However, the act includes several provisions that become effective on other dates. For example, Governors must submit Unified State Plans pertaining to workforce investment programs, adult education and vocational rehabilitation to the Secretary of Labor on March 1, 2016. In addition, the WIA performance accountability section remains in effect for PY 2015, with the new WIOA performance accountability provisions taking effect at the start of PY 2016 on July 1, 2016.
Following the signing, both the departments of Labor and Education announced WIOA implementation resources and outreach efforts to their stakeholders. Bookmark the OCTAE WIOA Reauthorization website of resources for information on the act and links to the resource websites of the department of Labor and vocational rehabilitation.
The Institute of Education Sciences (IES) and the National Center for Education Research (NCES) awarded eighteen new research grants under the Partnerships and Collaborations Focused on Problems of Practice or Policy program (CFDA 84.305h). In FY 2014, the Institute competed three topics under this program: Researcher-Practitioner Partnerships in Education Research, Continuous Improvement Research in Education, and Evaluation of State and Local Education Programs and Policies. The topics support collaborations between research institutions and state or local education agencies on education issues of high priority for the education agency. Total spending for these awards is approximately $18.6 million. Click on the grant titles below to learn more:
Awarded in the Researcher-Practitioner Partnerships in Education Research Topic
The Assistant Secretary for Special Education and Rehabilitative Services proposes two priorities under the Capacity Building Program for Traditionally Underserved Populations. These priorities would:
Establish a new vocational rehabilitation (VR) training institute for the preparation of personnel in the American Indian Vocational Rehabilitation Services (AIVRS) program.
Encourage applications submitted through a collaborative arrangement between a four-year institution of higher education (IHE) and a two-year community college or tribal college.
The Assistant Secretary may use these priorities for competitions in fiscal year (FY) 2014 and later years. The Department invites comments regarding these proposed priorities. The purpose of this action is to improve the provision of VR services to, and the employment outcomes of, American Indians with disabilities. Community colleges are especially encouraged to comment on these priorities.
A Notice of Proposed Priority (NPP) was published in the Federal Register on Wednesday, June 11, 2014 and is listed as: DEPARTMENT OF EDUCATION 34 CFR Chapter III [Docket ID ED-2014-OSERS-0024; CFDA Number: 84.315C.] Capacity Building Program for Traditionally Underserved Populations–Vocational Rehabilitation Training Institute for the Preparation of Personnel in American Indian Vocational Rehabilitation Services Projects.
Comments must be received on or before Friday, July 11, 2014.
For more information please contact: Kristen Rhinehart. Telephone: (202) 245-6103 or by email: email@example.com. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.
Like NCES’s First Look report, the PIAAC Results Portal reports average scores and proficiency levels in literacy, numeracy, and problem solving in technology-rich environments. It can be used to compare U.S. performance to the international average and to the average in any or all participating countries.
You can also dig a little deeper by examining the data by a variety of characteristics. For example, if you are interested in how U.S. adults with different levels of educational attainment performed in literacy, you can create a table based on educational attainment variables. Likewise, if you are interested in what skills adults use at home and at work and how the use of these skills relates to performance in numeracy, you can look at that as well. There are many other variables to explore.
To make your searches easier, NCES has created profiles for two key subgroups, found under “Employment Status.” For example, the characteristics included in the “unemployed” subgroup profile include age, gender, race/ethnicity, U.S. born, and educational attainment. In addition to these characteristics, the “employed” subgroup profile includes occupation, industry of employment, and level of gross pay. After you have created your customized table, you have the option to export your data table to Excel.
Tuba City High School awarded students in their Early Childhood Education (ECE) career and technical education program Child Development Associates (CDA) degrees. Tuba City is the third school in the nation to award CDA National Credentials to high school students. The program was developed in partnership with Coconino Community College and funded as part of a discretionary grant that was awarded to the State of Arizona by OCTAE.
Add your voice! Tell us what works and where states need help to develop career pathways systems. The response period begins April 23 and will be open for 45 days. Save the date May 1 from 2 to 3:15 p.m. EDT for a webinar for Q & A on this topic.
The departments of Education (ED), Labor (DOL), and Health and Human Services (HHS) recently announced the release of a Request for Information (RFI) to support the development of high-quality career pathways systems. The RFI solicits information and recommendations from a broad array of stakeholders—those in the public and private sectors, as well as in state, regional, tribal, and local areas.
The RFI is for information and planning purposes only and should not be construed as a solicitation or as an obligation on the part of the participating federal agencies.
As detailed in the RFI, “… ensuring robust economic growth, a thriving middle class, and broadly shared prosperity will require a significant expansion of the skills and knowledge of American workers over the next few decades.” To that end, ED, HHS, and DOL are exploring opportunities to improve the alignment of their programs at the state, tribal, and local levels so as to support robust career pathways systems. The three agencies will analyze the information collected through the RFI to inform and coordinate their policy development, strategic investments, and technical assistance activities and to improve the coordination of federal policy development with investments at the state, tribal, and local levels.
This RFI marks the first time that the three departments are jointly collecting and analyzing information on “…the benefits of and challenges to aligning diverse funding streams, programs, and stakeholders around career pathway systems; and the current and potential future use of career pathways systems to help at-risk populations gain skills and access the middle class.” At-risk populations identified in the RFI include low-income youths and adults, out-of-school youths, individuals with disabilities, Temporary Assistance to Needy Families (TANF) recipients, tribal communities, English learners, immigrants, rural populations, veterans, currently and formerly incarcerated individuals, dislocated workers, and trade-affected workers.
Career pathways systems are seen as a promising strategy for meeting the skills challenge by offering distinct but complementary workforce, education, and support services that are aligned with the needs of business and industry. These systems have also demonstrated promise for meeting the individual—and complementary—goals of the three federal agencies. This RFI builds on the 2012 joint letter to promote interdepartmental career pathways approaches and on related efforts across the federal government to improve the coordination and cost effectiveness of workforce investments and economic development.
As stated in the RFI, it is expected that the analysis period will not only deepen the departments’ shared vision and understanding of career pathways systems, but will also generate essential information that can “inform policy development and the next generation of investments and technical assistance by providing us with greater clarity on the facilitators and obstacles to career pathways systems development.”
RSVP for a webinar about the RFI will be held May 1 from 2 to 3:15 p.m. EDT. (Must be logged into Workforce3One to register.)
Department of Labor to Host Live Stream Talk on Workforce System Innovations
Department of Labor Secretary Thomas E. Perez invites education stakeholders to a live stream talk on exciting and impactful workforce system innovations being implemented by DOL’s Workforce Innovation Fund grantees. Secretary Perez will kick off this first event in the Eye on the Workforce Innovation Fund Stakeholder Engagement Series, providing opening remarks on the impacts that these innovations will have on our nation’s workforce system. He will be joined by Kate McAdams, Senior Advisor to the Secretary of the U.S. Department of Commerce, and Employment and Training Administration (ETA) Acting Assistant Secretary Eric Seleznow.
Register now to participate in Innovating @ the Speed of Business on March 27, 2014 at 2:15 PM ET. Workforce Innovation Fund grantees in Ohio and Pennsylvania will share their strategies for engaging businesses and creating viable pathways.
During the event, everyone is welcome to post questions on Twitter using the hash tag #workforceinnovation. The project team will monitor questions on Twitter and answer them from the Labor Department Twitter account (@USDOL) during and after the event.
This stakeholder engagement seriesis designed to provide a national forum for the public workforce system to discuss the power and promise of innovation. It will afford ETA the opportunity to engage with its valued stakeholders and to learn about promising practices that can successfully help businesses thrive and Americans get good jobs.
Panel at NCTN Conference 2013 with Mina Reddy, Vania Estanek, Brenda Dann-Messier Courtesy of Priyanka Sharma
What financial aid is available to adult education students transitioning to college and training? Several recent Ed.gov blogs on student loans and federal initiatives, including OVAE’s Adult College Completion Toolkit, are providing guidance.
This was also the question posed to a panel at the recent National College Transition Network conference in Providence, RI.
Adult education students often face steep challenges when transitioning to college: cost of tuition, books, and materials; child care and transportation; loss of income; lack of “college knowledge” of the system and expectations; and weak skills that require developmental education courses. The panelists discussed innovative ideas advocacy groups and adult education programs can do to prepare and support their students’ success in the postsecondary setting.
Mina Reddy, of the Cambridge Community Learning Center, spoke first. Reddy shared how and why her program had established a local scholarship fund to support transitioning students. Last year, they had 15 $1,000 scholarships to award. Reddy spoke of the power of even small scholarships to “validate” students’ efforts and achievements.
Vania Estanek is a graduate of the Cambridge program’s ESOL courses, and a scholarship recipient, and now a postsecondary student in a biotech certificate program. She participated in the panel to share her perspective of the value of the scholarship to propel her to higher levels of achievement and provide flexible funds in advance of any school-based aid.
Loh-Sze Leung, of SkillWorks, spoke of the public-private advocacy ventures she has been engaged with in Massachusetts to address adult education and skill development issues, with some legislative successes that funded aid and projects. Some of her tips from advocacy work were to “mobilize students to tell their own stories to legislators”, and “to track success and use data”, preferably local data.
Nate Anderson, of Jobs for the Future, spoke about Accelerating Opportunities, an effort that is underway in seven states to accelerate students without a high school credential through to post-secondary success. He highlighted several creative solutions states were employing to fill the gap between adult education and credit bearing college courses, such as “braiding” federal funding streams to support the program, waiving tuition for the first semester of college for adult education students, or working strategically with untraditional partners such as the foster care fund. These ideas and others are in JFF’s Innovative Ideas Database, part of their Braided Funding Toolkit.
Brenda Dann-Messier, Assistant Secretary of OVAE, was a respondent to the panel. She acknowledged the challenges faced by students, programs, and advocacy groups and celebrated the creative and innovative ideas the panelists had outlined. She shared several Administration initiatives that are underway to address some of specific challenges including the proposed College Rating System to make college costs more transparent, proposed loan defaults initiative, and proposed experimental sites for financial aid flexibility.
Watch the Ed.gov blog to stay up to date on these initiatives.
In support of President Obama’s ConnectED initiative, the U.S. Department of Education’s Office of Educational Technology is proud to announce that October is Connected Educator Month. Throughout the month, educators will have opportunities to participate in online events, build personal learning networks, and earn digital badges by demonstrating technology skills.
Online communities help educators share effective strategies, reduce isolation, and provide “just in time” access to knowledge and expertise. However, many educators are not yet taking advantage of all the benefits of connected learning. Schools, districts, and states can dramatically enhance their professional development by integrating digital learning opportunities into their formal professional development and teacher quality efforts.
“One of the most important things we can do to support teachers and students is to put modern tools in their hands, and give them access to the limitless knowledge and connections that the Internet makes possible,” said U.S. Secretary of Education Arne Duncan. “That’s why President Obama has made a priority of getting our schools connected to high-speed broadband, and it’s also why I’m so enthusiastic about Connected Educator Month.”
Nearly 200 educational organizations are participating in Connected Educator Month. These organizations will provide a variety of interactive activities, such as webinars, live chats, open houses, contests, projects, and badges for connected educators to earn.
Activities and events will range from a design challenge, in which educators will develop strategies for helping kids develop creative confidence, to a webinar in which five U.S. organizations will team up with UNESCO to share insights about mobile learning around the globe. State and locally focused activities will also engage communities of educators across the nation.
“Connected Educator Month provides an opportunity for all educators across the country to join a vibrant community of teachers and leaders using technology to reimagine learning,” said Richard Culatta, director of the Office of Educational Technology.
Connected Educator Month events can be found at www.ConnectedEducators.org/events. The site will be updated continually to reflect new activities, as they are added throughout the month. You can also follow the conversation on Twitter using the #CE13 hashtag.