Innovative Transportation, Distribution and Logistics Partnerships, a webinar on effective teaching strategies, is scheduled for February 24, 2016. The 90-minute webinar is being hosted by the Southwest Transportation Workforce Center (SWTWC), which is funded by the National Highway Traffic Safety Administration.
The webinar is being held from 3:30pm to 5:00pm Eastern Time (12:30pm to 2:00pm Pacific Time) and will feature teachers, administrators, and industry partners who will discuss innovative education programs and teaching models for grades 6 through 12. The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) is co-hosting the event.
This is a cross-posted announcement from the Department of Labor.
DOL announces $25 million available for partnerships that improve access to education and training and quality, affordable child care for parents looking to expand their skills.
These grants reflect the Obama administration’s commitment to support working families and fuel policies aligned with 21st Century workforce realities.
To help parents obtain affordable, quality child care necessary to pursue education and training opportunities leading to good jobs in growing industries, the U.S. Department of Labor today on December 17 the availability of up to $25 million in grants through the Strengthening Working Families Initiative.
The grants will support public-private partnerships that bridge gaps between local workforce development and child-care systems. In addition to addressing these systemic barriers, funded programs will enable parents to access training and customized supportive services needed for IT, health care, advanced manufacturing jobs, and others. All participants in grant funded programs must be custodial parents, legal guardians, foster parents, or others standing in loco parentis with at least one dependent. Up to 25 percent of the grantees total budget may be used to provide quality, affordable care and other services to support their participation in training.
“For too many working parents, access to quality, affordable child care remains a persistent barrier to getting the training and education they need to move forward on a stronger, more sustainable career path,” said U.S. Secretary of Labor Thomas E. Perez. “Our economy works best when we field a full team. That means doing everything we can to provide flexible training options and streamlined services that can help everyone in America realize their dreams.”
Grants up to $4 million will be awarded to partnerships that include the public workforce system, education and training providers, business entities, and local child-care or human-service providers. In addition, all partnerships must include at least three employers. Grantees will also be required to secure an amount equal to at least 25 percent of the total requested funds through outside leveraged resources.
The department will award grants in spring 2016 with program activities beginning in July 2016. For additional information and to apply, read the full funding opportunity announcement online at Grants.gov.
By Guest Author, Acting Assistant Secretary Johan E. Uvin.
A college degree or credential is the key to individual and national prosperity. By 2020, economists predict that nearly two thirds of all jobs will require some level of education and training beyond high school. However, less than 60 percent of Americans 25 years and older currently have this level of preparation.
Last week, I had the fortune of engaging with hundreds of adult education practitioners, researchers, and advocates at National College Transition Network (NCTN) conference in Providence, RI. These thought leaders convened to share and identify effective strategies for helping adult learners progress to and through postsecondary education and training to good jobs.
Dual enrollment programs, in which students enroll in postsecondary coursework while working toward a secondary school diploma, was one of the many promising approaches discussed at NCTN. Research has shown that participation in dual enrollment programs can lead to improved academic outcomes for students such as greater secondary school completion, higher GPA, and increased likeliness of enrolling in and completing a postsecondary degree.
Recognizing the promise of dual enrollment, last year Congress amended the Higher Education Act to allow students who do not have a high school diploma or its equivalent to be eligible for Title IV financial aid through a program called Ability to Benefit (ATB). In order to receive Title IV financial aid through ATB, students must be enrolled in an eligible career pathway program.
In an effort to expand access to higher education, on November 3rd the Department of Education published a Federal Register notice inviting postsecondary institutions, in partnership with public secondary schools or local education agencies, to apply to participate in the dual enrollment experiment that will allow students without a secondary school diploma or its recognized equivalent to receive Federal Pell Grants for integrated education programs. This experiment will expand access to college coursework for secondary school students from low-income backgrounds, a group that studies have identified as benefiting immensely from dual enrollment programs. The Department will invest up to $20 million in the 2016-17 award year, benefiting up to 10,000 students from low-income backgrounds across the country.
In addition to helping low-income students currently enrolled in a traditional public secondary school, this experimental program can provide much needed educational and financial support to low-skilled adults. In the U.S., over 30 million adults do not have a high school diploma and 20% of U.S. adults with a high school diploma have low literacy skills. Many of these low skilled adults are actively seeking educational programs and are working to increase skills, educational attainment, and economic outcomes, and say they want to do more. Dual enrollment programs could enable these adults, particularly those from low-income backgrounds, to achieve their goals.
To be considered for participation in the Dual Enrollment experimental site, interested postsecondary institutions must submit a letter of interest to the Department of Education, following the procedures listed in the Federal Register notice.
Johan E. Uvin Acting Assistant Secretary for the Office of Career, Technical, and Adult Education (OCTAE)
OCTAE is proud to be involved in one of the President’s signature efforts: criminal justice reform. A Presidential weekly radio address on October 31, 2015 signaled new attention to this issue and an event in Newark, NJ on November 2, 2015 laid out the many reform efforts being undertaken by federal, state, and local governments and private enterprise. See the fact sheet released with that event.
OCTAE’s Improved Reentry Education (IRE) program, announced in the White House fact sheet, builds upon the success and lessons learned from OCTAE’s previous investment, Promoting Reentry Success through Continuity of Educational Opportunities (PRSCEO) program. PRESCO aimed to address the chronic issue of underemployment for ex-offenders; provide a more constructive use of time for those under community supervision; and, create an education continuum for bridging the gap between prison and community-based education and training programs. The purpose of the IRE program is to support demonstration projects in prisoner reentry education that develop evidence of reentry education’s effectiveness. IRE 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. IRE applicants were instructed to develop their own models or incorporate the revised Reentry Education Model into their project plans.
We all share the goal of improving education, employment, and other key outcomes for youth, especially those who are disconnected from work, school, or other social supports. Today, the U.S. Department of Education is pleased to join with the interagency Performance Partnership Pilots for Disconnected Youth (P3) initiative in announcing nine pilots to improve outcomes for this underserved population. These pilots give state, local, and tribal governments an opportunity to test innovative new strategies to improve such outcomes for low-income disconnected youth ages 14 to 24, including youth who are in foster care, homeless, young parents, involved in the justice system, unemployed, or who have dropped out or are at risk of dropping out of school.
The idea is simple: P3 gives communities greater flexibility to use the federal dollars they already have more effectively, and they agree to be more accountable for concrete outcomes. This first set of pilots will test flexibility with federal youth-serving funds in diverse environments across America, including urban, rural, and tribal communities. Pilot sites include:
Baton Rouge, Louisiana
Broward County, Florida
Los Angeles, California
The State of Oklahoma
Southeastern Kentucky, including Bell, Clay, Harlan, Knox, Leslie, Letcher, and Perry Counties
Ysleta del Sur Pueblo
Pilots will implement solutions that include, for example, helping low-income moms acquire the skills to become better parents while gaining valuable job experience through childcare internships, helping foster youth successfully transition from high school to college or employment, and intervening with the highest-risk youth before they drop out of high school. In the coming weeks, Federal agencies and these sites will finalize performance agreements that will support the pilot’s work and outline the outcomes these solutions will be measured against.
Led by the Department of Education, P3 brings together six federal agencies including the Departments of Labor, Health and Human Services, and Justice as well as the Corporation for National and Community Service and the Institute for Museum and Library Services to help communities address common barriers. For example, practitioners and advocates on the front lines of service delivery have let agencies know that better outcomes are hindered sometimes by programmatic and administrative obstacles, such as fragmented data systems and program stovepipes resulting in poor coordination. P3 pilots can tackle these challenges more effectively by blending together certain federal funds that they already receive from the participating agencies and by acquiring new waivers and flexibility under federal statutes, regulations, and other requirements.
The P3 model emphasizes evidence and learning, both within communities and at a national level. The P3 competition asked sites to match existing evidence of what works with community challenges identified through a needs assessment and to demonstrate how they will use reliable data to guide decision-making and be accountable for better outcomes. All nine pilots responded to the competition’s incentive to rigorously evaluate the impact of at least one component of their on-site approach. Federal agencies will also conduct a national cross-site evaluation of how pilots implement the P3 model, their strategies, challenges, and outcomes. Findings will help strengthen how agencies and the field address disconnected youth needs in the future.
The zip code a young person is born in should never determine his or her outcomes in life. To help prepare for the second P3 competition, which will be held this winter, the Department of Education has released a Notice of Proposed Priorities on behalf of participating agencies to seek ideas from the field on strengthening this important initiative and empowering communities to think big about reconnecting youth.
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.”
This article is cross-posted from the Department of Education’s Homeroom Blog.
As we celebrate, engage and Read Where You Are today, you might see tweets, Instagram and Facebook posts already on “newsfeeds” with great photos of reading in barbershops. What you might not know, and I am proud to share, is how this all began – when the Department of Education starting chatting with barbers about how we can use all of our tools, scissors included, to cut the achievement gap. At a meeting earlier this year about the importance of summer literacy, a colleague smartly mentioned a need to engage everyone in the community. Our brainstorming left us with a long list, and a colleague specifically mentioned barbershops knowing the important role they play in communities across our country, and especially in communities of color. I immediately thought of a friend, who also happens to be a barbershop owner from Washington Heights in New York City who has made it his priority to give back to his clients, their families and the larger community. As we often do in meetings, I took my “next steps” and reached out to my friend, excited about what could be in store. My work at ED is rooted in who I am, as a student, mentor, tutor, Posse Scholar and American raised in a working class neighborhood in Brooklyn. Having grown up around beauty salons and barbershops, I know what happens there and what’s been happening since has the potential to make a very big difference. In fact, my mother is a hair stylist and has worked in the field for decades.
On June 29, thanks to some truly remarkable small-business barbershop owners, staff from the Department listened and learned with a group of over twenty barbershop owners from around the country who happened to be in Washington, D.C. for an industry event, a hair battle. Our conversation was about how to understand how barbershops can do more to help the students and kids we all care about, how barbers as individuals could be empowered, and how barbers can make a difference.
Last Wednesday marked one year since the Workforce Innovation and Opportunity Act (WIOA) was signed into law by President Obama. OCTAE sent a special anniversary message to our State Directors. That message included a video from Secretaries Duncan and Perez who jointly commemorated the anniversary of WIOA’s passage. We wanted to share these messages with all of you.
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.
June is Immigrant Heritage Month. In recognition of the work the adult education community is doing to support the diverse linguistic and cultural assets of immigrants, OCTAE is featuring the following blog by Nancy Fritz, Assistant Coordinator at the Rhode Island Family Literacy Initiative.
My journey in adult education began in 1986 when I signed up as an adult literacy volunteer with Literacy Volunteers of America. With a longstanding interest in languages and having previously taught high school civics and history, I immediately loved it and I knew I wanted to work on the field of adult education and enrolled in some graduate classes. Like many ESOL instructors, I pieced together my work through part-time positions for several adult education agencies including at a public library. Luckily, I was able to obtain a full-time position at one agency as a teacher and then as an Education Director.
For the past 4 years, I have worked for the Rhode Island Family Literacy Initiative (RIFLI). RIFLI was founded sixteen years ago when libraries began receiving increasing requests from recent immigrants for English as a Second Language (ESL) services. The Providence Public Library (PPL) responded by implementing a family literacy program at one branch library. The program has grown significantly since then and RIFLI now provides classes in six library systems, in the public schools to the parents of children, in businesses for employees, and in our local One Stop employment center. We offer ESL, Citizenship, Digital Literacy, Transition to College and Career, Math, and Conversation classes. RIFLI serves approximately 300 adults per year.