Technical Assistance will be available to community colleges under a new initiative launched by OCTAE. “Mapping Upward” will provide technical assistance to five networks of community and/or technical colleges as they work to embed stackable, industry-recognized credentials within technical associate degree programs.
A webinar is being held May 3 to provide more information on the project and its goals.
Each of the five networks of colleges will consist of two to four community colleges that will develop action plans specific to the workforce needs of their communities while benefiting from the sector-focused peer learning community of the network.
The five teams will be selected through an application process that closes on May 18. The selected teams will participate in an institute in July and will receive customized assistance from subject matter experts and a dedicated coach who will guide their network through needs assessments, goal setting, and action planning. Over a year, the colleges will gain insights into stackable credential design, employer engagement, the alignment of industry certifications, faculty collaboration, awarding of credit, and credit transfer agreements.
Robin Utz serves as the chief for the College and Career Transitions branch in the Division of Academic and Technical Education (DATE) for Office of Career, Technical, and Adult Education (OCTAE) at the US Department of Education.
See a summary at the White House blog of an event that spotlighted how employers nationwide have answered the President’s call to train frontline workers with the skills to earn higher-paying jobs.
8 out of 10 low-skilled workers are parents
OCTAE fact sheet on the profile of lower-skilled working-age (16 to 65 years old) adults, their highest level of education attained, in which industries they are employed, and how much they are earning, on average, for the work they do. Data from the Survey for Adult Skills 2012/2014.
Information from the Department of Labor on how businesses can engage in the workforce system here.
To learn more about what outside groups and employers are doing to support upskilling, visit UpskillAmerica.org.
Talie Cloud, from Sanger, California and Mikayla Ockels from Sussex, Delaware, exhibited their projects at the sixth annual White House Science Fair held on Wednesday, April 13, 2016. The science fair celebrated the accomplishments of students from throughout the country in a broad range of science, technology, engineering and math (STEM) fields.
Talie Cloud – Momordica Charantia as an Insecticide
Talie Cloud exhibited her award winning agriscience project at the 2016 White House Science Fair
Talie, 15, is a member of the Sanger FFA Chapter and won first place in her category and division at the 2015 National FFA Agriscience Fair, an annual competition sponsored by Cargill, John Deere and Syngenta during the National FFA Convention & Expo. The FFA Agriscience Fair features the research and results of FFA members who plan on pursuing careers in the science and technology of agriculture.
Her project explored the effects of Momordica charantia, or bitter melon seed, on the reproductive rate of Drosophila melanogaster after four generations of exposure. The purpose of the project was to determine whether the bitter melon seed could be used as a potential organic insecticide.
Her findings determined that with more investigation on the chemical makeup, ideal concentration mixture, environmental impact and application method, Momordica charantia would be a cost-efficient and effective agricultural insecticide that acts upon the reproduction of the pest, rather than the mortality rate.
Talie is a Career and Technical Education (CTE) student in agriculture, food and natural resources and was invited to exhibit at the White House Science Fair which was the last science fair to be held during President Barack Obama’s administration.
Mikayla Ockels – Feed to Egg Conversion Rate
Mikayla Ockels exhibited her award winning biotech science project at the 2016 White House Science Fair
Mikayla, from Sussex Central High School in Delaware, presented her project, “The Feed to Egg Conversion Rate of Heritage Hens.” This project studied which breed of heritage hen had the optimal feed-to-egg conversion rate in a pasture raised environment. Feed to egg conversion rate is the amount of feed it takes for a hen to lay a single egg. Mikayla studied heritage breeds, as these are the breeds that are the hardiest and can thrive in an outdoor environment. Her pasture raised egg business requires heritage breeds, as pasture raised means that the birds are let outside every day to roam freely. This project won awards at the state and regional levels, including the state BioGENEius competition. Mikayla also participated in the National FFA Agriscience fair in 2013 and 2014.
CTE Makeover Challenge receives submissions from all 50 states and DC!
We are excited to share that over 600 schools entered the CTE Makeover Challenge. High schools from all 50 states and Washington, D.C. submitted preliminary plans for makerspaces to help strengthen next-generation career and technical skills.
The 6-week CTE Makeover Bootcamp phase kicked off this week to help schools to turn their vision for a makerspace into a reality. Whether schools have been making for years or are just getting started, they can participate in webinars and office hours with leaders in the maker world to finalize their design plans, budgets, and implementation strategies.
Following the Bootcamp, second-round blueprint packages will be judged, and up to 10 schools will receive awards from the $200,000 cash prize pool, as well as additional in-kind prizes.
We are thrilled with the tremendous response to the Challenge and want to thank all schools that entered. Once we confirm eligibility of the schools submitting first-round entries, we will provide an updated count of the schools eligible to submit second-round blueprints. Good luck to all during this next phase!
OCTAE Applauds New Rules That Will Help Make Home Broadband More Affordable for Low-Income Americans
The Federal Communications Commission (FCC) has modernized and reformed its Lifeline programto help low-income consumers afford access to broadband Internet access. Lifeline is a program that has helped make telephone service affordable for low-income Americans since 1985.
OCTAE has long championed increased access to the Internet for teachers, students, and classrooms, spreading the word of opportunities such as ConnectED, ConnectHome, and EveryoneOn. We recognize the importance of Internet access to increase the rigor and relevance of classroom teaching and homework; make learning anytime, anywhere a possibility for all; and provide families with connections to information, civic opportunity, health information, and consumer savings.
According to the Pew Research Center, just over 30 percent of households whose incomes fall below $50,000 and with children ages 6 to 17 do not have a high-speed internet connection at home, and this low-income group makes up about 40% of all families with school-age children in the United States.
This blog is cross-posted from the White House site.
As President Obama recently reminded us, “We can never say it often or loudly enough: Immigrants and refugees revitalize and renew America.” Many immigrants and refugees arrive in the United States having already completed extensive education and job training, or with significant work experience abroad. However, all too often they face challenges to fully utilizing these skills. Yet as the White House Task Force on New Americans One-Year Progress Report highlighted, there are communities that are developing programs to help skilled immigrants return to their careers in their new home.
The Task Force is seeking to support communities that are focused on finding solutions to this challenge through its National Skills and Credential Institute. This peer-learning forum aims to connect a consortium of leaders from state and local workforce areas; adult and post-secondary education systems and institutions; representatives from departments of labor, licensing, and regulatory affairs; immigrant serving organizations; and external technical assistance providers. The goal of this institute is to help communities understand how policies and practices help or hinder credential attainment and recognition, and to assist in developing strategies for how the public, private and nonprofit sectors can strengthen career pathways for skilled immigrants.
The Task Force will host this exciting forum at the White House, in partnership with the Departments of Education, Health and Human Services, and Labor on June 29, 2016. Communities are invited to submit a letter of interest by May 1, 2016.
To learn more about this exciting opportunity, click here.
There is one week left for schools to enter the CTE Makeover Challenge and compete for a share of the $200,000 cash prize pool and additional in-kind prizes! The Challenge was launched on March 9, 2016 and calls on high schools to design makerspaces that strengthen next-generation career and technical skills.
Schools can join the Challenge by visiting CTEMakeoverChallenge.com and completing a short submission form. The Challenge website also contains more information about the Challenge as well as complete rules, terms, and conditions.
A guest blog by Cristina Miranda, Division of Consumer and Business Education, Federal Trade Commission
April is Financial Literacy Month! Find free tools to help students understand consumer protection basics – including financial literacy – in plain and simple language at Consumer.govin English and Consumidor.gov in Spanish. This free educational website from the Federal Trade Commission can help students learn how to avoid scams, manage their money, use credit and loans carefully, and protect their personal information.
It’s easy — and free — to use and share Consumer.gov and Consumidor.gov information. Everything is in the public domain and there are no copyright limits. Users can download copies to hand out, link to a page or copy text into a newsletter.
Request printed copies of the Consumer.gov and Consumidor.gov materials as a sample pack, including all topics in English and Spanish, or in tear-off pads of 50 for each topic. Students can refer to these one-page flyers when making financial decisions, or complete the Making a Budget worksheet to make their own monthly budget. Copies may be ordered from ftc.gov/bulkorder (unlimited quantities) and the FTC will ship them for free.
Both Consumer.gov and Consumidor.gov are featured resources in the LINCS Learner Center, which connects adult learners to freely availalbe learning sites.
UTEC has an opportunity to partner with two national organizations that are Social Innovation Fund intermediaries. REDF specifically invests in mission-driven businesses that hire and assist people willing and able to work, but who face multiple barriers to employment. The Annie E. Casey Foundation’s new Learn and Earn to Achieve Potential (LEAP) initiative aims to increase educational and employment opportunities for youth ages 14 to 25 who are involved in the justice system or have other significant barriers to success. This work closely aligns with the existing Improved Reentry Education program, which seeks to demonstrate that high-quality, appropriately designed, integrated, and well-implemented educational and related services—provided in institutional and community settings—are critical in supporting educational attainment and reentry success for previously incarcerated individuals.
This work also aligns with broader federal priorities for criminal justice reform. The Obama Administration has consistently taken steps to make the criminal justice system fairer and more effective and to address the vicious cycle of poverty, criminality, and incarceration that traps too many Americans and weakens too many communities. This includes a series of concrete actions to reduce the challenges and barriers that the formerly incarcerated confront, including through the work of the Federal Interagency Reentry Council, a cabinet-level working group to support the federal government’s efforts to promote public safety and economic opportunity through purposeful cross-agency coordination and collaboration.
This post is created by Guest Blogger, Sean Addie, Director of Correctional Education in OCTAE.
OCTAE is procuring services to establish a professional development center, the LINCS Professional Development (PD) Center. This Center will encompass and replace the four regional professional development centers that have been funded as cooperative agreements since they came to OCTAE from the National Institute for Literacy in 2010. At a webinar for prospective vendors and partners held on March 16, OCTAE shared the new model and its grounding in the Workforce Innovation and Opportunity Act (WIOA, PL 113-128) changes to requirements for state and national leadership activities.
The LINCS PD Center will assist states to leverage the many resources and capabilities in the LINCS system to meet two WIOA requirements for state leadership activities:
(1)“The establishment or operation of high quality professional development programs to improve…instruction.” (Sec 223 (a)1(B))
(2)“The provision of technical assistance to eligible providers of adult education and literacy activities receiving funds under this title, including—
the development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate, in reading, writing, speaking, mathematics, English language acquisition programs, distance education, and staff training;
the role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and
assistance in the use of technology, including for staff training, to eligible providers, especially the use of technology to improve system efficiencies.” (Sec 223 (a)1(C))
The current LINCS system has a wealth of resources that can help States meet their requirements, including:
Online Community of Practice platform
In-person training packages
Tools and resources
Technical assistance provided by the LINCS PD Center will support states in the establishment or operation of their own state-based program, or the establishment of a regional consortium to establish such a program; make available existing and developed LINCS high-quality PD resources and experiences that serve to disseminate information on evidence-based instruction and programming; and support adult education programs and instructors to be effective partners in the public workforce system.
Because state agencies have various models for PD systems already in place and to varying degrees of central coordination, the LINCS PD Center will establish a tiered menu of services to meet the varied needs and to allow for and support localization of the offerings. This menu will provide tiers and options of services to assist with PD program establishment or operation and with dissemination of LINCS’ PD resources and learning experiences.
The new Center will be awarded in August, 2016. The regional professional development center grants will conclude September 30, 2016. Questions about the procurement process may be addressed to Pamela.Bone@ed.gov.
For more information on WIOA, see OCTAE’s resource page.