Remember to register for the informational webinar!
The EdSim Challenge is moving forward after a fantastic launch and we are excited to host an informational webinar tomorrow, Wednesday, November 16th from 3:00 PM – 4:00 PM Eastern Time. The webinar will include an overview of the EdSim Challenge and a live Question and Answer session. Join the webinar to learn more about the vision of the U.S. Department of Education for educational simulations, as well as the Challenge timeline, submission process, eligibility, awards, and criteria.
Please register here to receive connection and login information in advance of the session. For those unable to attend the webinar, a recording of the webinar will be posted later on the Challenge blog.
We look forward to a sharing information on the EdSim Challenge and expanding virtual and augmented reality in education!
I remember my first job well. I tended to greenhouses and operated machines. It taught me so much. I learned how to show up on time every day. I learned how to get tasks done irrespective of whether they excited me or not. I developed relationships with adults and learned how to work in a team and resolve conflicts. I learned how to receive and respond to feedback. I learned about consequences of mistakes. I learned about accountability and rewards. I appreciated the structure my first job brought to my life. And, as a young man, I sure appreciated the extra cash. But, perhaps most importantly, I ended up with some experience I could put on my resume or on an application form.
All young people need a first-job. It gives them some experience, increases their confidence, and allows them to develop their networks. But not all are getting it. One in seven young people aged 16 to 24 are both out of school and out of work – a population that is disproportionately young men of color. That is why, on Tuesday, the White House launched the #FirstJob Compact of Best Practices for Hiring, Recruiting, and Supporting Young People —a set of best practices that were designed with leading companies in hiring and promoting young people who are not in school or working. The #FirstJob Compact will accomplish several things including identifying jobs and internships for youth with no experience and developing a plan to support these youth once hired. It also calls on nonprofits, school districts, workforce development boards, and others to help recruit these youth.
Nearly 40 major companies have signed on as Founding Members of #FirstJob Compact. Gap Inc. is one of these companies and has committed to expanding its life skills and paid internship program. This Way Ahead is the name of Gap’s program that gives 16 to 24 year olds from low-income communities training and in-store work experience. Gap, Banana Republic, and Old Navy will recruit five percent of all entry-level store employees from graduates from this program by 2025, or approximately 5,000 hires per year.
I am calling on employers in the education sector to do the same. There are approximately 13,500 school districts and almost 100,000 public schools, 2,300 adult education programs, and more than 7,000 institutions of higher education in the U.S. If each of these institutions offers just one young person their first job, then we will have made an important step in the right direction. Let’s work together to end resumes that have blanks in the experience section.
Earning a postsecondary degree or credential has become a prerequisite for the growing jobs of the new economy. President Obama has challenged every American to commit to at least one year of higher education or postsecondary training to better prepare themselves for the challenges they will face in the ever-evolving workforce. OCTAE is committed to supporting community college students and, in turn, strengthening the coordination and alignment between adult education and developmental education programs at community college campuses to better prepare students for the 21st century job market. The Supporting Student Success: Adult Education and Remedial Education Reform in Community Colleges initiative is a technical assistance activity, funded by OCTAE to support the President and the Department’s goals.
As part of Supporting Student Success, OCTAE, through the support of the Manhattan Strategy Group is hosting three Community of Practice (CoP) discussions this fall. The CoPs will be hosted on the LINCS online platform. To comment in the discussions, free membership to LINCS is required, but no membership is necessary to read the discussion. Make sure you are subscribed to Postsecondary Completion LINCS Community of Practice group for more information. Learn more about LINCS here. We highly encourage you to join the CoPs by signing up prior to the start of the discussion.
Get involved! The CoP discussion of best practices listed below will be led by current practitioners of adult education and developmental education programming.
Building Bridges Between Adult Basic Education and Developmental Education: October 17-21, 2016
This discussion is designed to present strategies and models for collaboration and communication between Adult Basic Education (ABE) and Developmental Education (Dev Ed) programs based on work being done at Amarillo (TX) College and Gateway (CT) Community College.
Intensive Skill and College Readiness Programs at Community Colleges: November 7-11, 2016
This discussion will lead with the presentation of two programs, St. Louis (MO) Community College’s Academic Academy and Gateway Community College’s Academic Bootcamp. They will provide information about their opportunities surrounding skill development, college and work readiness competency development, and career guidance.
Re-Visioning Student Instruction and Support: December 1-8, 2016
This discussion is designed to present national programming which incorporates intensive support services. Individuals from St. Louis Community College and Amarillo College will begin by sharing some of their practices which include, but is not limited to: face-to-face advising, online media instruction, and community based supports integrated into training.
Guest blogger: Erin Berg, OCTAE Community College Program Specialist
Dequan Wilkins poses with OCTAE’s Deputy Assistant Secretary, Johan Uvin, and his mentors, Natasha Muhammad and Stephanie Amponsah, from the Baltimore-based Urban Alliance.
Dequan Wilkins, graduate of Friendship Academy of Engineering and Technology in Baltimore, Maryland, provided opening remarks for the U.S. Department of Education’s Strengthening Work-Based Learning in Education and Transition to Careers Workshop, co-hosted with the Organisation for Co-operative Economic Development (OECD) in Baltimore, Maryland, from July 26-27, 2016. As a child and young adult growing up in Baltimore’s foster care system, Dequan recounted his “once-in-a-lifetime opportunity” to obtain an internship at the Episcopal Community Services of Maryland (ECSM) Culinary Arts program and how this work-based learning experience transformed his pathway from school to work. He connected with a workplace mentor, learned the requisite technical and employability skills, obtained an industry-recognized certification (ServSafe), and was ultimately hired as a Sous Chef. Dequan is passionate about culinary arts and is looking forward to creating his own bakery.
Maalik Groves, Shanelle Lockhart, Chloe Starcher, and Dequan Wilkins served as panelists for Youth Voices session moderated by John Ladd, Administrator, Office of Apprenticeship, U.S. Department of Labor.
Three other students—Maalik Groves and Shanelle Lockhart from the Urban Technology Project in Philadelphia, Pennsylvania, and Chloe Starcher, an apprentice at Joint Apprenticeship and Training Committee (JATC) 24 in Baltimore, Maryland—provided similar stories of how work-based learning, as part of their career and technical education programs, enabled them to connect their academic and technical learning and test out their career interests in real life work settings. Each told of the importance of a caring adult who mentored them, guided them, and helped them master critical employability skills that would help them navigate and excel in the world of work.
These student stories set a perfect context for the two-day meeting that featured international policies and practices for developing and scaling up work-based learning opportunities in the U.S. and abroad. The full agenda, discussion papers, and speaker bios are available for review at sites.ed.gov/OCTAE/WBL2016. A U.S. report on work-based learning will be available early Winter 2016 and an international report on work-based learning will be available in 2017. Stay tuned to the Perkins Collaborative Resource Network (PCRN) at cte.ed.gov for these reports.
CTE Makeover Challenge receives submissions from all 50 states and DC!
We are excited to share that over 600 schools entered the CTE Makeover Challenge. High schools from all 50 states and Washington, D.C. submitted preliminary plans for makerspaces to help strengthen next-generation career and technical skills.
The 6-week CTE Makeover Bootcamp phase kicked off this week to help schools to turn their vision for a makerspace into a reality. Whether schools have been making for years or are just getting started, they can participate in webinars and office hours with leaders in the maker world to finalize their design plans, budgets, and implementation strategies.
Following the Bootcamp, second-round blueprint packages will be judged, and up to 10 schools will receive awards from the $200,000 cash prize pool, as well as additional in-kind prizes.
We are thrilled with the tremendous response to the Challenge and want to thank all schools that entered. Once we confirm eligibility of the schools submitting first-round entries, we will provide an updated count of the schools eligible to submit second-round blueprints. Good luck to all during this next phase!
Join at this link, with password DeptofED1! (No pre-registration required.)
Call in to 888-790-4881, participant code 9552347#.
Education: A Key Service in WIOA. All national survey and economic data points to the importance of youth and adults gaining strong foundation skills, completing high school equivalence, and earning industry-recognized certificates and degrees in order to gain economic stability and self-sufficiency. WIOA offers multiple coordination points and opportunities with educational institutions at every level to get clients moving ahead.
Johan Uvin, Acting Assistant Secretary, Office of Career, Technical, and Adult Education
Michael Yudin, Assistant Secretary, Office of Special Education and Rehabilitation Services
This panel discussion was cancelled at the WIOA National Convening in January to accommodate delayed arrivals due to weather. The webinar is open to public participation. Please plan to join and invite colleagues to do so as well.
Find resources from the WIOA National Convening, including PowerPoints, the participant list, etc., here.
Join LINCS for an online discussion February 22-26, during which a panel of experts will address the need to help Hispanics benefit from career pathways programs and transition into middle-skill careers. Using the report “Investing in the Skills Development of Hispanics,” the panel will look at key questions surrounding Hispanics in the workforce:
Why are Hispanics under-represented among middle-skill occupations?
What promising practices can adult education, in collaboration with business and industry, implement to significantly change the representation of targeted minority populations in high-demand, higher-wage jobs?
How can Hispanics and other minority and diverse populations use career pathways as stepping stones to robust middle-skill careers?
What resources and models are available to support the implementation of strong initiatives to encourage greater participation of Hispanics and similar minority populations in new or high-demand businesses and industries in the U.S.?
Discussion participants will learn about the Carreras en Salud partnership—a successful career pathways program for Hispanics in healthcare industries—and explore opportunities for expanding this model to other career training and supports.
OCTAE has launched an online center to direct adult learners to free, high-quality resources related to education, job and life skills. The LINCS Learner Center complements OCTAE’s priority goal to make on-demand learning available for teachers and students.
The Learner Center, opening during the 2015 National Adult Education and Family Literacy Week, #AEFLWeek, is a gateway to resources from many federal agencies and organizations. Resources accessed through the site can help adult learners improve their reading, writing, math, science, and English skills; build job skills; acquire an understanding of American government and history to obtain citizenship; and find a nearby adult education, computer training, or postsecondary education or training program.
Developed to be mobile-friendly, the site brings resources to learners in class, on the go, and at home. This feature can extend users’ learning time and accelerate their skill development.
Share the site with your teachers and learners and re-tweet alerts from @LINCS_ED. Help amplify OCTAE’s reach by posting the following message to your own social media network:
Help #adultedu learners improve their English, get job skills & more. Point new users to free resources at the Learner Center!
The initial site is a beta version, designed to join the national conversation about digital tools for adult learners. Future phases will incorporate more tools, features, and partners. OCTAE applauds ongoing work to stimulate the marketplace and ed-tech development. Stay tuned and get involved!
Guest Blogger Heather Ritchie, MAACCE President and Professional Development Specialist, Carlos Rosario International Public Charter School
I am a teacher. I am a trainer. I am an educator. I am an administrator. These are the words I use to describe myself when someone asks what I do for a living. Then there is “I am an advocate for adult education.” This is a phrase I never used to use but find myself utilizing more often these days. It is the most powerful of the phrases and I wish all of my colleagues would add it to their titles too.
As many people have done, I did not plan a career in adult education, I evolved into it. I worked in communications and nonprofits. I loved travel and celebrated the unique nature of different cultures locally and abroad. Reading has always been one of my pleasurable pastimes; it is a gateway to information and ideas I never knew existed. Then, I learned about opportunities in my local area to teach adults. (As you’ve probably noticed, my impetus was all about me up until this point.) Then, I started teaching and year by year, my focus has been less about me and more about the students.
The students – amazing individuals who balance family with work at multiple jobs, some of whom have come from other countries and left so much behind, who have dreams of brighter futures for their children and sometimes themselves. The students changed the way I thought about our work. Instead of looking only inside the classroom to see what I could do to best support them, I began looking outside to the broader community and realized how much was hidden from the broader public – our neighbors, our politicians, and businesses.
Whenever advocacy is mentioned and volunteers are called for, the truth is, people usually turn the other way or look at their phones. Why is this? Probably, because it is an unknown experience or it is misunderstood. Most people are afraid this means talking with politicians or public speaking. Advocacy can be those things, but it is so much more! It is getting the message out to anyone and everyone, so that adult students, who are also our neighbors, can have more access to quality opportunities for education.
When I call myself an advocate these days, here is what I think of and hope that you will too:
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.