Making Skills Everyone’s Business: Report Launch

OCTAE Announces the Release of Making Skills Everyone’s Business: A Call to Transform Adult Learning in the United States

UPDATE: See an Ed.gov Homeroom blog post by Undersecretary Ted Mitchell and Acting Assistant Secretary Johan Uvin about The Importance of Transforming Adult Learning.

Data from the OECD Program for the International Assessment of Adult Competencies’ Survey of Adult Skills, which tested adult skills in literacy, numeracy, and problem solving in technology-rich environments, found that 36 million Americans have low literacy skills, nearly 24 million of whom are part of the workforce. In addition, nearly 46 million Americans struggle with numeracy. These skills issues have significant negative impacts on individuals, their families, and their communities. In contrast, higher skills are linked to improved economic and social outcomes, such as better employment, earnings, and health; social mobility; and greater civic engagement. To address the need to connect so many Americans with learning opportunities, OCTAE has released the report Making Skills Everyone’s Business: A Call to Transform Adult Learning in the United States.

See the recorded video announcement about the report from Acting Assistant Secretary Johan E. Uvin.

Opening image of Uvin Video Message

Recorded Video Message by Johan E. Uvin

Grounded in evidence and informed by effective and emerging practices, Making Skills Everyone’s Business offers seven strategies that hold great promise for improving the conditions that create and perpetuate poor literacy, numeracy, and problem solving. These strategies do not distinguish between public and private obligation, nor do they compartmentalize actions at the federal, state, regional, tribal, or local levels. Instead, they are based on the principle of shared responsibility and acknowledge that America’s skills challenge is too large to address by any stakeholder group independently.

Many OCTAE stakeholders contributed to the development of this report through attending engagement events or hosting roundtables on adult skills in their own communities. OCTAE greatly appreciates all of the input we received and the ongoing commitment to excellent services for youth and adult students.

Please spread the word about this new report by forwarding the link and accompanying video to your community stakeholders. Together, we can empower teachers, tutors, workforce development specialists, librarians, and other practitioners serving adult learners to develop collective strategies that provide all U.S. adults the opportunity to improve their foundation skills and access middle-class careers.

This report is just one of OCTAE’s ongoing efforts to promote adult learning. For continually updated news about our work, visit OCTAE Connection, the OCTAE blog, and the www.ed.gov/AEFLA page.

 

Take the FCCLA@TheTable Pledge

one male and one female student are standing and talking with Deputy Assistant Secretary Mark Mitsui

Student leaders of FCCLA talk with Deputy Assistant Secretary of OCTAE, Mark Mitsui

Family, Career and Community Leaders of America (FCCLA) has launched a national campaign – FCCLA@TheTable – by asking youth to take a pledge to plan, prepare, and share healthy meals for their families. The ultimate goal is to engage youth in planning and preparing healthy meals for their family and to increase planned and prepared family meals. Because FCCLA recognizes the frantic pace of 21st century life has taken a huge bite out of a longtime American ritual — the family dinner.

The case for gathering around the dinner table is compelling: Family meals promote healthy lifestyles, strengthen family ties, and lessen the likelihood of youth engaging in negative behaviors, such as smoking, drinking, and drug use. And, according to research, family dinners also can improve students’ academic performance.

“FCCLA@TheTable is an exciting initiative, and I already have seen the positive impact participating has had on my own family,” said Connor Jones, Vice-President of Public Relations for FCCLA’s National Executive Council of student leaders. “When we eat together, we grow closer. Cooking as a family also helps us make informed decisions about what we eat. I know FCCLA@TheTable can help other families just as it has helped mine.”

Taking the pledge is quick and easy. Just click on this link: http://bit.ly/1CFje3N. To make @TheTable even more special, FCCLA is challenging youth to pledge 70,000 meals — in honor of FCCLA’s 70th anniversary — before the July 2015 National Leadership Conference in Washington, D.C. FCCLA also is encouraging those who take the pledge to help spread the word by taking a picture of their family meal, posting it on Facebook or Instagram and tagging #FCCLAatTheTable!

Photo of a group of students and OCTAE staff standing in front of US and Department of Education Flags

Student Leaders from FCCLA stand for a photo following their visit with OCTAE staff in Washington, D.C.

FCCLA is a national Career and Technical Student Organization that provides personal growth, leadership development, and career preparation opportunities for students in Family and Consumer Sciences education. The Office of Career, Technical, and Adult Education recently met with the FCCLA National Executive Council of student leaders during FCCLA week which was February 8 -14.

The Council shared how being enrolled in Family and Consumer Sciences courses and being members of FCCLA has prepared them with practical skills and advanced knowledge to further their career preparation, including how STEM is an integral part of their Family and Consumer Sciences programs; actually helping them to put this knowledge in to practice.

For more information, visit the FCCLA@TheTable website. The resource list provides lots of inspiration, including meal time conversation starters – the secret ingredient to a memorable family dinner.

Posted by
College and Careers Transitions Branch Chief, OCTAE

Restoring the Promise of Education for Youth in the Juvenile Justice System

Young students who are expelled or suspended are 10 times more likely to drop out of high school, experience academic failure and grade retention, hold negative school attitudes, and face incarceration than those who are not. Sadly, a significant number of students are removed from class each year — even for minor infractions of school rules. One study found that 95 percent of out-of-school suspensions were for nonviolent, minor disruptions such as tardiness or disrespect.

Exclusionary discipline practices tend to disproportionately impact students of color and students with disabilities (see more). Nationwide, data collected by our Office for Civil Rights show that African-American students are suspended and expelled at a rate three times greater than white students. While black students represent 16% of student enrollment, they represent 27% of students referred to law enforcement and 31% of students subjected to a school-related arrest.

Gender matters, too.  While boys receive more than two out of three suspensions, black girls are suspended at higher rates (12 percent) than girls of any other race or ethnicity and most boys. And when looking at disabilities, disparities persist, as well. Although students who receive special education services represent 12 percent of students in the country, they make up 23 percent of students referred to law enforcement and 23 percent of students receiving a school-related arrest.

Read More

photo of Johan Uvin
Posted by
Johan E. Uvin is the Acting Assistant Secretary for Career, Technical, and Adult Education at the U.S. Department of Education.

Students Showcase Career and Technical Education and STEM to Congress

Photo of two students in lab coats describe their biomedical program to Mark Mitsui from OCTAE while standing in front of their exhibit table.

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.

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Posted by
Robin A. Utz, Branch Chief College and Career Transitions, Division of Academic and Technical Education (DATE)

Chinese CTE Delegation Visits OCTAE

Grace Solares, Dr. Jack Xiaogang Zhang, & Ms. Yan Shi

Grace Solares, exchanges greetings and information with Dr. Jack Xiaogang Zhang, & Ms. Yan Shi from the Chinese Delegation

I recently had an opportunity to meet with a delegation of CTE providers, and university and employer representatives from China. Upon returning to China from the Association for Career and Technical Education’s (ACTE) CareerTech VISION 2014 Conference in Nashville, Tenn., the delegation stopped by our Office of Career, Technical, and Adult Education (OCTAE) to learn more about the career and technical education system in the United States. OCTAE’s Deputy Assistant Secretary Mark Mitsui, and OCTAE staff, Grace Solares and Margaret Romer, provided the delegates with an overview of our CTE system, as well as, the Department of Education’s priorities for CTE reform.

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Posted by
Robin A. Utz, Branch Chief College and Career Transitions, Division of Academic and Technical Education (DATE)
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Job-Driven Training: Next Steps

“This [work] is really about the future of the middle class.” That is how U.S. Secretary of Labor Perez framed the work of The Skills Working Group (Work Group), earlier this week. Secretary Perez brought Cabinet members together to talk about how the Administration can make sure that everyone has the skills they need to get a job or get ahead. Members of the Work Group identified priorities and projects to focus their joint work. They discussed how best to maintain a national focus on skills and maintain interagency collaboration on skills beyond 2016.

In November 2014, Perez launched the Work Group, an effort to keep the momentum of the Job-Driven Training Initiative. This initiative is making sure that youth and adults leaving our education and training programs have the skills businesses need. Thirteen federal agencies, the White House National Economic Council, and the Office of Management and Budget make up the Work 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 Work Group coordinates activities across these various agencies.

Overview of Job-Driven Training Milestones:

Jan. 2014 State of the Union: President Obama announces Job-Driven Training initiative and asks Vice President Biden to lead a federal government wide review of job training programs.

Feb-Jun 2014 Job-Driven Training Review: White House and agencies develop job-driven checklist and review job-training programs across 13 agencies.

July 2014 Ready to Work Job Driven Training Initiative Report: White House releases job-driven training report with the results of the job-driven review and an action plan for moving forward, including:

  • Steps to make competitive and formula program more “job-driven”
  • Collaborative efforts across agencies to better align systems, braid funding, and enhance coordination
  • A call to action around long-term unemployment, upskilling, and tech hiring

Nov. 2014 Skills Working Group Launched: Launch of the interagency Skills Working Group in November 2014 to maintain focus and attention around interagency, collaborative efforts component of job-driven training initiative, as well as emerging opportunities around cross-agency skills coordination.

Dec. 2014 Sub-Committees Meet: Skills Working Group deputies establish sub-committees that met in December and over the holidays to develop initial project work plans.

Jan. 2015 State of the Union: President Obama acknowledges the success of Vice President Biden’s job-driven training initiative and highlights apprenticeship and upskilling.

Members presented the goals, objectives, activities, and expected outcomes developed by interagency work teams focused on four topics. Secretary Perez presented on apprenticeship. Secretary Moniz discussed possible pilots for better coordination around skills in targeted communities. Secretary Pritzker introduced technology innovations. And we discussed efforts to increase the skills of 24 million front-line workers so they can advance to higher-paying jobs. We also talked about ways to get more states involved in creating career pathway programs.

Following these mini-presentations, we spoke about what we are already doing and about what more we can do together.

We left the meeting with a clear sense of direction to develop and implement together a comprehensive strategy to solve America’s skills challenge.

Guest Bloggers: Johan E. Uvin is the Acting Assistant Secretary for Career, Technical, and Adult Education. Carmen Drummond is a Special Assistant and Policy Advisor in the Office of the Assistant Secretary. Uvin and Drummond are facilitating the career pathways and upskilling work stream of The Skills Working Group.