Career and technical education (CTE) has changed a lot from the “old vocational education” that many of us know from our school days. For the better part of this century, States and local communities have worked steadily to build high-quality CTE programs that are academically rigorous and aligned with labor market demands. The whole idea of the artificial separation between academic and technical pathways is passé. Most professions and careers in the 2016 and future economies require strong academic foundation skills, considerable technical knowledge and skills, and well-developed employability skills and attributes. There is nothing about CTE today that is not rigorous, relevant, and worth it.
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.
This announcement is cross-posted from the IES NewsFlash of 12/08/2015.
ED/IES SBIR Fiscal Year 2016 Program Solicitation is Now Open
Through its annual competition, the Small Business Innovation Research program at the Department of Education’s Institute of Education Sciences provides funding to firms and partners for the research and development, and evaluation of commercially viable education technology products.
On December 7, 2015, ED/IES SBIR released its Fiscal Year 2016 solicitation:
• Fiscal Year 2015 “Phase I” Solicitation: Solicitation #ED-IES-16-R-0003, is a request for Phase I proposals for awards up to $150,000 for 6-months. These proposals are for the development of prototypes of education technology products to improve relevant student, teacher, or administrator outcomes in education and special education settings.
To access to the Phase I solicitation on the FBO.gov website, click here.
The submission deadline for all Phase I proposals is January 21, 2016, at 2 P.M. EST.
Please Note: ED/IES SBIR is not offering a Fast-Track (Phase I & II) program solicitation in FY 2016.
For more information about the Institute’s SBIR program, visit the program website here.
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.
Grant applications are due by July 23, 2015. Information on applying for this grant is now available.
Interested applicants are encouraged to visit www.doleta.gov/workforce_innovation to learn more about the Workforce Innovation Fund, and to find tools and resources to support application development. A tutorial for on applying for grants is also available online.
A second webinar will be held Wednesday, December 17, 2014 to answer questions about evaluation for the Performance Partnership Pilots (P3) for Disconnected Youth. The P3 program offers a unique opportunity to test innovative, cost-effective, and outcome-focused strategies for improving results for disconnected youth.
The Consolidated Appropriations Act of 2014 provides authority to the Departments of Education, Labor, and Health and Human Services, along with the Corporation for National and Community Service, the Institute of Museum and Library Services, and related agencies to enter into up to ten Performance Partnership agreements with states, regions, localities, or tribal communities that give them additional flexibility in using discretionary funds across multiple Federal programs.
This webinar will address questions such as:
- What are the requirements for all pilots related to evaluation?
- What evaluation activities are optional but will make my proposal more competitive?
- How do the competitive preferences relate to evaluation work?
- If I want to propose an evaluation, what standards should my evaluation design meet?
- What’s the difference between the national P3 evaluation and a site-specific P3 evaluation ?
- What issues should I consider when planning evaluation activities?
- What resources are available to help with the evaluation components of the application?
You can find more information and register for the webinar here.
Join the upcoming webinar: SNAP Employment and Training Pilots – An Information Session on the Request for Applications.
Date & Time: Wednesday, September 24, 2014, 3:30-4:30 pm EDT
Overview: On August 25, 2014, USDA announced the availability of $200 million for up to 10 employment and training (E&T) pilot projects within the Supplemental Nutrition Assistance Program (SNAP) and a robust evaluation. These pilots give USDA and State partners an opportunity to build on existing SNAP E&T programs and test new strategies to determine the most effective ways to help SNAP recipients gain and retain employment that leads to self-sufficiency.
SNAP helps eligible low-income families put food on the table and supports critical and needed employment skills and job training so that people can become self-sufficient through gainful employment. The pilot projects offer a chance to connect even more SNAP participants with better work opportunities.
FNS invites State SNAP agencies interested in the E&T pilots to participate in a webinar on Wednesday, September 24, 2014 at 3:30 pm (EDT). The purpose of this webinar is to help unpack the priorities, requirements, and expectations outlined in the E&T Pilot Request for Applications (RFA).
To register for this webinar, please visit the following link: https://usdafnsocco.wufoo.com/forms/snap-et-rfa-webinar-registration/
More information about the E&T pilots and a link to the RFA can be found on the E&T Pilot web page: http://www.fns.usda.gov/2014-snap-e-t-pilots
by Johan E. Uvin, Acting Assistant Secretary, OCTAE, U.S. Department of Education
On Thursday, August 21st and Tuesday, August 26th, the Department of Education, the Department of Health and Human Services, the Department of Labor, the Corporation for National and Community Services, the Institute of Museum and Library Services, the Office of Management and Budget and the White House Initiative on American Indian and Alaska Native Education co-hosted tribal outreach webinars on Performance Partnership Pilots (P3). These national calls had attendance from various tribal leaders and provided an opportunity for the tribal communities serving disconnected youth to learn about the goals of P3 and current activities to launch the program this fall.
It is essential that we develop solutions to reconnect the more than 5 million youth, nationwide, who are not employed nor in school to help them on a path to post-secondary education and careers, and to ensure we have a skilled and talented workforce that can meet the needs of employers both now and in the future. We know that for many American Indian & Alaska Native youth, the challenges they face are great. American Indian and Alaska Native students continue to lag behind their peers on national assessments, account for the highest dropout rate of any racial or ethnic population, and hold a dramatically lower share of baccalaureate degrees than the rest of the population.
According to the National Congress of American Indians, over 40 percent of American Indian and Alaska Native people are under the age of 24. The P3 tribal outreach calls are an extension of the Administration’s commitment to strengthen the nation to nation relationship with tribal governments in order to improve the quality of life for all American Indians and Alaska Natives. In partnership with tribal nations, the Administration continues to identify and promote critical reforms that prepare American Indian and Alaska Native students for leadership in their communities and success in the 21st century.
About Performance Partnership Pilots
The 2014 Consolidated Appropriations Bill provides authority to the Departments of Education, Labor, and Health and Human Services, along with the Corporation for National and Community Service, to enter into up to 10 Performance Partnership agreements with state, local, or Federally-recognized tribal governments that give them additional flexibility in using discretionary funds across multiple Federal programs. States, localities, and Federally-recognized tribal governments that seek to participate in these pilots will commit to achieve significant improvements for disconnected youth in educational, employment, and other key outcomes in exchange for this new flexibility.
The primary focus of the pilots will be providing disconnected youth with more effective supports to climb ladders of opportunity. The pilots will support innovative partnerships across local governments, non-profits, businesses and other sectors. In some cases, pilots will help propel collaborative and evidence-based work that jurisdictions already have underway. Finally, the pilots as a group will provide a valuable opportunity to learn whether this model for Federal partnership improves outcomes on the ground, and how it could be extended to other Federal programs.
On Friday, August 8, 2014, the U.S. Department of Education issued a solicitation for companies to provide OCTAE subject matter expertise and assistance in advancing the use and development of emerging technologies to expand the capacity of Career and Technical Education (CTE). The five-year contract will enlist a contractor to design and administer public competitions and challenges for OCTAE. Included in the solicitation are task orders to organize and manage challenges for Career Counseling Apps and Education Simulations. Proposals are due not later than August 22, 2014 at 10:30am Eastern Time. You can view the full solicitation on FedBizOpps.
The Assistant Secretary for Special Education and Rehabilitative Services proposes two priorities under the Capacity Building Program for Traditionally Underserved Populations. These priorities would:
- Establish a new vocational rehabilitation (VR) training institute for the preparation of personnel in the American Indian Vocational Rehabilitation Services (AIVRS) program.
- Encourage applications submitted through a collaborative arrangement between a four-year institution of higher education (IHE) and a two-year community college or tribal college.
The Assistant Secretary may use these priorities for competitions in fiscal year (FY) 2014 and later years. The Department invites comments regarding these proposed priorities. The purpose of this action is to improve the provision of VR services to, and the employment outcomes of, American Indians with disabilities. Community colleges are especially encouraged to comment on these priorities.
A Notice of Proposed Priority (NPP) was published in the Federal Register on Wednesday, June 11, 2014 and is listed as: DEPARTMENT OF EDUCATION 34 CFR Chapter III [Docket ID ED-2014-OSERS-0024; CFDA Number: 84.315C.] Capacity Building Program for Traditionally Underserved Populations–Vocational Rehabilitation Training Institute for the Preparation of Personnel in American Indian Vocational Rehabilitation Services Projects.
Comments must be received on or before Friday, July 11, 2014.
For more information please contact: Kristen Rhinehart. Telephone: (202) 245-6103 or by email: email@example.com. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.
The following appeared in the Teachers Edition on February 13 and could be helpful for High School CTE programs.
As the administration works to connect students to high-speed Internet through the E-Rate program, ED wants states and districts to remember they can use federal professional development dollars to support technology use. While ESEA and IDEA might not spell it out, states and districts can use some of the money to support “innovative technology-based strategies to personalize learning,” the Department says in a new Dear Colleague letter. For example, Title II funds can be used to help teachers improve their teaching through effective blended-learning practices.