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.
As part of her Reach Higher initiative, the First Lady will deliver remarks at the Celebrating Innovations in Career and Technical Education (CTE) event, hosted by the White House in partnership with the Office of Career, Technical, and Adult Education. In her remarks, Mrs.Obama will celebrate students and educators for their work connecting the classroom to real-life career opportunities.
Students and educators selected through a competitive process run by the Association for Career and Technical Education, as well as schools selected by the National Association of State Directors of Career and Technical Education, will attend this event in South Court Auditorium. Together, these individuals and programs represent a wide range of accomplishment in the field that is preparing students for success in school and beyond. Over the course of the day, the White House will showcase student projects and lead discussions with education leaders, business and industry representatives, and policy makers on how the best CTE programs can be replicated and expanded.
This event follows the release of an Executive Order expanding the United States Presidential Scholars program to establish a new category of outstanding scholars in CTE. In case you missed it, additional information about the E.O. can be found here.
This event is open press and will be livestreamed at wh.gov/live.
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 Fund (WIF), launched in 2011, supports service delivery innovation at the systems level and promotes long-term improvements in the performance of the public workforce system, including strengthening evidence based program strategies through evaluation and the scaling of best practices. The 2015 WIF application heavily encourages workforce agencies to team up with at least two of the Workforce Innovation and Opportunity Act (WIOA) core program partners from among Wagner-Peyser Employment Service; the Adult Education and Family Literacy Act Program; and the Vocational Rehabilitation Program authorized under Title I of the Rehabilitation Act of 1973. Colleagues in the federally funded adult education community should consider leveraging this application to their benefit, including developing stronger and lasting partnerships with workforce investment boards (WIBs).
Earlier this month, the Department of Labor announced the availability of $34 million for the third round of grants that will support 6-8 grantees in the amounts of $3 to $6 million with the goal of coordinating and aligning resources across the federal government and with state and local partners. Interested parties should pursue one of the following strategies:
Enhance strategic collaboration and coordination of workforce development programs to align services with employer needs and local economic development activities and be more effective;
Strengthen the quality of services to individuals and employers at American Job Centers; and
Promote accountability, data-driven decision-making and customer choice.
Innovation like this already exists among our stakeholders. One such example, Silicon Valley’s Alliance for Language Learners’ Integration, Education, and Success (ALLIES), was highlighted by the Department in the February 2015 report, Making Skills Everyone’s Business. ALLIES boasts three workforce boards, 10 community colleges, three adult education schools, human services agencies, employers, community-based organizations, unions, and the San Mateo Hispanic Chamber of Commerce as members of a network that uses a collective impact approach to empower immigrants in the region by helping them access the appropriate services that will connect them to and help them advance in family-sustaining careers. The current WIF application will encourage more opportunities for cross-core program partnerships such as ALLIES.
Tens of thousands of practitioners and policymakers across our country have worked tirelessly over the last few years to ensure that “vocational” education–as our parents knew it–is over. Catalyzed by the Carl D. Perkins Career and Technical Education Act of 2006, the Administration’s 2012 Blueprint for Transforming Career and Technical Education, and the work of major national organizations such as National Association for State Directors of Career and Technical Education Consortium (NASDCTEc) and the Association for Career and Technical Education (ACTE), there has been tremendous growth in availability of high-quality “career and technical” education (CTE) programs to equip students for success in postsecondary education and careers in our global economy.
These high-quality CTE programs are exactly what we want to support in a reauthorized Perkins bill. Programs that are aligned to labor market demand. Programs that require collaboration among secondary, postsecondary, business/industry, and other key partners. Programs that are accountable for academic, technical, and employability outcomes for students, based on common definitions and clear metrics for performance. Programs that capitalize on innovations in state and local policies and practice. And, programs that assure full access and equity by students regardless of background or circumstances.
Despite our efforts and the availability of high-quality CTE programs, there remains an unfortunate stigma surrounding CTE. Too many students do not know about these rigorous pathways into postsecondary education and a well-paying job or rewarding career. Too many parents think about CTE using their own experiences with “shop class” as a reference. Too many members of the general public who have yet to learn that CTE is not only a viable, rigorous option, but a path into the middle class.
This Administration is committed to doing its part to change the perceptions of CTE. On Monday, June 22, President Obama signed an Executive Order expanding the U. S. Presidential Scholars Program to include students who demonstrate scholarship, ability, and accomplishment in CTE. This Executive Order builds on great collaboration between the executive and legislative branches of government, and reflects the hard work of teams of individuals at the White House, on the Hill, and in the Department. We are extremely grateful for this effort. It moves CTE out of the periphery and raises it to a level of federally-recognized prestige on par with traditional academic pathways and the arts.
The Consolidated and Further Continuing Appropriations Act of 2015 helped reopen the door to opportunity in postsecondary education by changing the Higher Education Act of 1965, as amended (HEA), to partially restore what is known as the “ability to benefit (ATB) alternatives”. The new law went into effect on Dec. 16, 2014, and changed the HEA to allow a student who did not receive a high school diploma (or its recognized equivalent), or who did not complete a secondary school education in a home-school setting, to be eligible for Title IV financial aid. This can now be done through a combination of ATB alternatives and enrollment in an eligible career pathway program (as determined by the Title IV eligible institutions’ staff).