The Reach Higher Career App Challenge is off to an exciting start, and on November 3rd, the U.S. Department of Education is hosting a live webinar to provide an overview of key Challenge information, and discuss questions about the Challenge.
Topics presented during the webinar will include an in-depth explanation of the Challenge, detailing key aspects of the criteria and the multi-stage competition process. The webinar will conclude with a Q&A session.
Albert Palacios, Education Program Specialist at the Office of Career, Technical and Adult Education will host the webinar. He will be joined by judge, Cory Notestine, Counseling & Postsecondary Coordinator at Colorado Springs School District 11, who will share his perspective as a former school counselor in supporting students as they plan for their future. The American School Counselor Association recently named Cory the 2015 National School Counselor of the Year.
The Reach Higher Career App Challenge launched earlier this month to promote the development of mobile solutions that will help students navigate education and career pathways.
With $465,000 in total prizes, the Challenge calls upon app developers, educators, and data mavens to submit mobile solutions to improve access to information about career and technical education (CTE), help students navigate education and career paths, and increase the capacity of career counselors to serve students. We hope you can join us on November 3rd, and bring any questions you have about the Challenge.
In effort to inspire students to pursue an education beyond high school, First Lady Michelle Obama’s Reach Higher Initiative and the U.S. Department of Education (ED) launched the Reach Higher Career App Challenge to promote the development of mobile apps that will help students navigate education and career pathways, including career and technical education (CTE).
“If students want to learn cutting-edge skills and prepare for successful careers, a four-year university isn’t their only choice. CTE is also an excellent option because students can get all the professional skills they need for a good job in a high-demand field, and they can do it at a fraction of the time and cost of a four-year school,” said First Lady Michelle Obama.
The First Lady released a video message announcing the launch and call to action.
OCTAE is eager to see the innovative solutions that our nation of solvers will bring to the challenge. The submissions period was opened on October 7, 2015 and closes on December 7. The challenge enables developers, educators and data mavens to compete for a share of the $225,000 cash prize pool.
The new report details future employment hot spots in transportation by industry subsectors, occupations, career areas, and geographic areas. It also identifies good-paying, high-demand transportation jobs and analyzes patterns in the education and work experience required for entry –as well as on-the-job training requirements to help new entrants gain greater competency.
The report concludes that there will be more job opportunities in the near future due to expected growth, retirements, and turnover in the transportation industry. Each year, the U.S. Department of Transportation provides over $51 billion in surface transportation construction funding to build and maintain our Nation’s highways, bridges, and public transportation systems. For every $1 billion in transportation infrastructure investments, 13,000 jobs are projected to be created over the next decade.
But those opportunities won’t fill themselves. Employers will need to hire and train a total of 4.6 million new workers; that’s 1.2 times the current transportation workforce. As U.S. Secretary of Transportation Anthony Foxx said, “Industry and government must increase recruitment and help young people get the skills, training, and apprenticeships they need to gain entry into these careers.”
Recruiting and training new and current workers responsible for the operation, maintenance, and construction of America’s transportation infrastructure will be critical to maintaining a system that meets the economic and security needs of a growing American population.
“Ensuring that America continues to lead the way in the global economy means not only investing in the physical infrastructure that allows us to move goods and keep up with global demand, but also the skills infrastructure to support this growing workforce,” said U.S. Secretary of Labor Thomas E. Perez. “Through smart investments in apprenticeships and other work-based training programs, transportation jobs are helping millions of Americans punch their tickets to the middle class.”
While demand for transportation workers will vary by region, subsector, and occupation, these workforce changes will result in increased job opportunities for skilled and semi-skilled workers across the transportation sector.
“In today’s society, it is important that all of our students are well-equipped with the knowledge and skills to compete in a global economy,” said U.S. Secretary of Education Arne Duncan. “There are incredible opportunities for Americans in the transportation industry and the Department is fully committed to working with leaders in the industry to promote partnerships between education and workforce institutions in order to support training programs that will help our country succeed.”
The 2015 graduating cohort from Tuba City High School in Arizona gathers for a photo with their Child Development Associate Certificates.
This year, eight students at Tuba City High School graduated with their Childhood Development Associate (CDA) credentials as part of a dual enrollment program with Coconino Community College.
Tuba City, Arizona, the Navajo Nation’s largest community, received funding for this program through the U.S. Department of Education’s “Promoting Rigorous Career and Technical Education Programs of Study” program. Tuba City High School is the third school in the nation to award this credential to high school students.
Arizona is one of six states that participated in the “Promoting Rigorous Career and Technical Education Programs of Study” initiative, a four-year project that sought to design, implement, and study the effects of rigorous CTE programs that incorporate the 10 key components of OCTAE’s Program of Study Design Framework and compare the results across urban, suburban, and rural settings.
Over the course of the Tuba City program, students are required to complete almost 500 hours of fieldwork, a professional portfolio, an online national assessment, and 24 credit hours of college-level coursework in the Early Childhood Education (ECE) field. Finally, students are observed in the classroom for 3.5 hours by a trained CDA development specialist.
Maria Goatcher–Tuba City High School’s CDA program coordinator–says, “CDA Certification prepares ECE students for college or employment after high school graduation. The program provides students with career choices in postsecondary education and the workplace.”
Jazmin Greyeyes, Sydney Tsinigine, Raini Daw, Sydney Holiday, Ambrielle Begay, Michel Yazzie, Cheynaea Curtis, and Audre Humetewa are the second cohort to graduate from Tuba City High School’s Early Childhood Education Program with their CDA. The CDA is a nationally-recognized credential in the Early Childhood Education field and provides these students with college credit, experience with elevated academic rigor, and the first step in pursuing other credentials, such as a four-year degree and/or teaching licensure.
Olivia Wood is a summer intern for the College and Career Transitions branch of the Division of Academic and Technical Education in the U.S. Department of Education's Office of Career, Technical, and Adult Education.
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.
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.
Students from Washington County Technical High School, Maryland, explain their biomedical program to OCTAE Deputy Assistant Secretary, Mark Mitsui.
Students from D.C., Maryland, and Virginia demonstrated the role of Career and Technical Education (CTE) and STEM in preparing students for college and careers. The event was co-hosted by the Association of Career and Technical Education (ACTE), Project Lead the Way (PLTW) and the Senate CTE Caucus. OCTAE attended the event which was held in a science fair-style format and provided an opportunity for students to explain their work and how it has prepared them for their future as professionals. Exhibits featured advanced technical skills in biosciences and robotics to engineering and computer programming, as well as employability skills, such as teamwork, critical thinking and creative problem solving that students are obtaining through their programs.
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.
America is creating millions of jobs. But, too many of these jobs go unfilled – five million to be exact. At the same time, there are roughly 8.7 million Americans looking for work and 24 million front-line workers who could fill these jobs, if they had the skills or were given the opportunity.
As the economy continues to improve, more and more employers struggle to find skilled workers with the requisite skills to fill in-demand jobs. At the same time, between twenty and thirty million workers in low-wage jobs – many of whom could be trained to fill more skilled roles – lack a clear path to a better job and career. According to the OECD, these workers are about half as likely as their high-skilled colleagues to participate in any job-relevant education or training over the course of the year. These workers need expanded opportunities and lowered barriers to gain both basic and technical skills.
In his State of the Union address last Tuesday, the President called on employers across the country to adopt or expand additional measures to help front-line workers gain the training and credentials to advance into better paying jobs – including paying for college education, offering on-the-job training for career progression, and increasing access to technology-enabled learning tools. The day after, the President’s first stop and appearance was at Boise State University in Idaho where he launched an “Upskill America” initiative:
Today, we’re partnering with business across the country to “Upskill America” — to help workers of all ages earn a shot at better, higher-paying jobs, even if they don’t have a higher education. We want to recruit more companies to help provide apprenticeships and other pathways so that people can upgrade their skills. We’re all going to have to do that in this new economy. But it’s hard to do it on your own, especially if you’re already working and supporting a family.
Many employers have already developed promising approaches to training and credentialing for upskilling front-line workers as part of successful talent strategies. And, we know that many others see the opportunity to benefit their workforce and bottom lines through investments in the skills of their front-line workers. This challenge creates a great opportunity for business, industry, labor, and government to team up and find and support a solution together.
The Administration is working with employers to identify and spread best practices for education, training and credentialing of front-line workers to help with their job progression. Examples of these practices are employers paying for their front-line workers’ college education, identifying clear internal pathways, providing career counseling and coaching, offering on-the-job training that leads to career progression, and providing access to online and technology-enabled education tools so workers can develop their basic and technical skills.
In the coming months, businesses of all sizes will be convened, as well as foundations, education and training non-profits and other partners who are committing to make new investments, to collectively set new goals and change policies that will enable low-skilled front-line workers to progress into better-paying jobs and help employers meet their current and projected unmet demand for skilled labor.
This effort to improve the skills of front-line workers builds on the actions Vice President Biden presented to President Obama on July 22, 2014 as part of his report Ready to Work: Job-Driven Training and American Opportunity. In his 2014 State of the Union address, the President had tasked Vice President Biden with leading a review of federal employment and training programs, with the aim of making them more job-driven. Ready to Work: Job-Driven Training and American Opportunity highlights successful job-driven training strategies, details executive actions that are being taken by the federal government, and new commitments by employers, non-profits, unions and innovators to help spread what’s working. As indicated in the release of the Ready to Work report, if you’re ready to work, you should be able to find a job that fits your skills, or get trained with the skills you need for a better job.
In November 2014, U.S. Secretary of Labor Perez launched The Skills Working Group, an interagency effort to maintain focus and attention around interagency, collaborative efforts of the Job-Driven Training Initiative, as well as emerging opportunities around cross-agency skills coordination. Thirteen federal agencies, the White House National Economic Council, and the Office of Management and Budget make up The Skills Working Group including the departments of Labor, Education, Commerce, Health and Human Services, Agriculture, Housing and Urban Development, Veterans Affairs, Transportation, Energy, Defense, Justice, Interior, and the Social Security Administration. The Office of Career, Technical, and Adult Education has been an active contributor to this work and leads the career pathways and upskilling work streams.
I find it inspiring to see businesses and labor-management initiatives expand access to training and provide supports for Americans to access pathways into the middle class. CVS Health, for example, is expanding access to job-advancement training for their employees by launching two new regional learning centers that will serve thousands of additional employees in the next two years. This builds on the six regional learning centers CVS Health currently operates in partnership with community colleges and other community service organizations, to help support thousands of workers as they build customer service- and healthcare-related job skills for career progression. The Upstate NY 1199 SEIU Training and Upgrading Fund started C.N.A. training in the Syracuse (Central NY) area three years ago for incumbent SEIU members to allow lower level workers (dietary and housekeeping) to move up the career ladder. Since this initiative was not always able to fill this program with incumbent workers, they started drawing on people from the community. Community participants are funded through grants.
It is also exciting to see how many opportunities the new Workforce Innovation and Opportunity Act (WIOA) provides for businesses – in partnership with adult education and youth and adult training providers or otherwise – to ensure that our nation’s workforce is ready to work and remains highly skilled and competitive. Whether it is through the Adult Education and Family Literacy Act – Title II of WIOA – or through any of the other core programs, WIOA can play a critical role in achieving the goals of UpSkill America. Here are just a few ways that WIOA can do this:
Employer partnerships with education providers are eligible entities under Title II. This creates opportunities for employers and providers to team up and offer foundation skill development opportunities for low-skilled workers looking to get ahead. Learn more at a new, interactive site designed to support employer-adult education partnerships.
Employers can take advantage of increased access to work-based training. WIOA provides the ability for local workforce investment areas to help employers train their workers.
WIOA also increases reimbursement available for on-the-job training from 30 percent to 75 percent.
Businesses, under WIOA, can collaborate with American Job Centers, community colleges, and adult education providers to develop integrated education and training programs—including Registered Apprenticeships—at the workplace to help employees gain basic and technical skills and advance to the next level of work. Further, this collaboration can support regional sector strategies and the development of career pathways that support job seekers and help meet the needs of employers.
WIOA places a great emphasis on serving out-of-school youth. The new law requires local communities to spend at least 75 percent of available youth funding, or approximately $500 million, on this population. This provision goes into effect July 1, 2015. By partnering with the public sector to provide apprenticeships, internships, summer jobs, and other on-the-job training experiences, businesses can help the nation maximize opportunities for disconnected youth and young adults and build a skilled workforce.
The UpSkill America initiative, the implementation of WIOA, the modernization and expansion of apprenticeships, and the implementation of the executive actions in the Ready to Work report are all contributing to the momentum that is building in our country to make sure that all Americans have the skills that employers need and that will allow them to get ahead.
Johan E. Uvin is the Acting Assistant Secretary for the Office of Career, Technical, and Adult Education
On April 23, 2014, the Departments of Education (ED), Health and Human Services (HHS), and Labor (DOL) issued a Request for Information on Adoption of Career Pathways Approaches for the Delivery of Education, Training, Employment, and Human Services in the Federal Register. The request asked commenters to respond to 13 different questions regarding the design and implementation of career pathways systems. The comment period closed on June 9, 2014 and generated an impressive 142 public comments.
The Wisconsin Advanced Manufacturing Pathway Educational Network, or WAMPEN, is hosting a series of three free webinars to help educators and administrators better understand the ten components of the Program of Study framework. Staff from the WAMPEN project will share their experiences implementing the framework to better serve students and manufacturers in Wisconsin.
The first webinar, scheduled for September 25, from 2:00pm to 3:00pm Central Time, will provide an overview of the WAMPEN project and the ten components of the Program of Study Framework.
Upcoming webinars topics include integrating literacy in manufacturing curriculum on October 30, and integrating math instruction in manufacturing curriculum on December 4, 2014.
There is no need to register or RSVP and you can connect to the webinar at http://breeze.fvtc.edu/wampen and also use the link to test your connection in advance.
WAMPEN is one of six projects funded under OCTAE’s Promoting Rigorous Programs of Study(RPOS) discretionary grant program in 2010. You can find more information about the WAMPEN project on their website and download a flyer with the dates and times of all three webinars.