Co-authored post by Johan Uvin, Acting Assistant Secretary of Education, OCTAE, researcher and teacher; and Gail Spangenberg, President, National Council for Adult Learning
Moving PD Closer to the Top was the theme of an August 25th blog hosted by the National Council for Adult Learning. A group of prominent Adult Education leaders contributed essays to that blog. They were Mary Ann Corley, John Fleischman, Daphne Greenberg, David Rosen, Cristine Smith, Jackie Taylor, Randy Whitfield, and the co-authors of this essay. They gave their perspectives on the high importance of professional development in our field and suggested many excellent priority actions in PD to meet current and future demands for outreach and effective service.
It is time to throw down the gauntlet for PD. A serious conversation and commitment to Adult Education professional development is long overdue. We should be talking more extensively and with higher-level commitment about the conditions we need to create for work and learning in our field, for the good of adult learners and our nation. All the more so as we work together to prepare for a full and robust implementation of the Workforce Innovation and Opportunity Act. NCAL’s blog was a start. We hope the following discussion will add usefully to that beginning and encourage others to weigh in with their own ideas.
WHAT THE DATA TELLS US
A recent report from The New Teacher Project concludes that school districts spend an average of $18,000 per teacher annually on professional development. The report summarizes the results of a survey of over 10,000 teachers and 500 school leaders in three large public school systems, as well as the results of interviews and analyses of teacher ratings. This huge investment produced underwhelming outcomes. Only 30% of teachers saw improvements in their practice over a 2-3 year period. The report also notes that no particular approach helped teachers get better, and among teachers who did improve success was not linked to any systemic efforts by the districts.
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.”
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?
“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 U.S. workforce is in crisis. Today, 36 million adults in our country are considered low-skilled (OECD, 2013). This means about 1 in 6 American adults lack the ability to spell, read, and write and about 1 in 3 lack the ability to do basic math. These are the basic skills that 21st century employers need as they look to fill millions of current job vacancies. Meanwhile, the majority of working adults with low skills earn meager wages with little to no pathways for career advancement into the middle class. The skills gap also has serious social and economic implications for an individual’s overall quality of life. Adults with low skills are also four times more likely to report poor to fair health than those with higher skills. Needless to say, the economic consequences for our country are significant.
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.
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.
As you know, this is the 50th anniversary of the 1963 March on Washington, a march which demanded Jobs and Freedom. We are more likely to remember it today for Dr. Martin Luther King, Jr.’s moving and profound “I Have a Dream” speech, delivered on the steps of the Lincoln Memorial. However, the retrospective coverage and personal stories being shared in advance of the commemorative activities reminds us that economic and social justice issues were the motivations that drew hundreds of thousands of people to Washington, D.C. that summer.
I often echo Secretary Duncan in saying that “education is the civil rights issue of our time.” Adult education and literacy have deep roots in social justice and civil rights movements. We are proud of those roots and the work that educators do to change lives and communities in this country and around the world.
Brenda Dann-Messier is the Assistant Secretary of the Office of Vocational and Adult Education
If you want to find information on skills and educational attainment, the U.S. Department of Labor, Employment and Training Administration’s guide to the relevant sources will allow you to shed light on labor or skill shortages, skill mismatches, and skill deficiencies. Skimming for Skills provides links to surveys, reports and customized data tools, and includes more than three dozen sources.