The EdSim Challenge submission deadline is quickly approaching with less than a month left! All simulation concepts must be submitted by 4:59:59 PM EST on Tuesday, January 17, 2017, on the Luminary Lightbox platform.
The Challenge calls upon the virtual reality, video game developer, and educational technology communities to submit concepts for immersive simulations that will prepare students for the globally competitive workforce of the 21st century. Successful simulations will pair the engagement of commercial games with rigorous educational content that strengthens academic, technical, and employability skills.
Following close of submissions, the judging panel will select up to five finalists to receive $50,000 each and advance to the Virtual Accelerator. During the Virtual Accelerator, each team will work with expert mentors as they refine their concept and build a simulation prototype.
We look forward to your ideas for expanding virtual and augmented reality in education!
Secretary King moderates a panel at the #FirstJob Compact summit
“During my time with young people… I was able to teach them skills and, hopefully, show them that their contributions – their skills, their experiences, their imaginations – are valuable. A sense of possibility can make all the difference for an individual and for a community,” said U.S. Secretary of Education Secretary John King at the First Job Compact Implementation Convening.
Yesterday, Secretary King provided opening remarks and facilitated a panel with youth and employers at the First Job Compact Implementation Convening. This is the second convening of its kind that seeks to establish best practices and strategies for enabling Opportunity Youth— youth ages 16-24 who are out-of-work and out-of-school—to obtain their first job. Over 100 human resources and talent leaders, as well as non-profits and agency colleagues, gathered to discuss these strategies and how to make them part of their company’s business plan.
Secretary King also announced that the U.S. Department of Education(ED), in consultation with the U.S. Departments of Labor, Health and Human Services, and Housing and Urban Development, intends to provide technical assistance funding to help public housing authorities connect youth who have aged out of the foster care system with high quality career and technical education programs. Through this investment, ED hopes to assist career and technical education programs to better meet the needs of current and former foster youth. The project also seeks to improve coordination among the child welfare system and other federal programs.
About one in seven young people between the ages of 16-24 are either not in school or not working. These individuals are known as Opportunity Youth. The unemployment rate for individuals 16-24 sits at 11 percent and is even higher among African-American and Latino youth (22 percent and 12 percent respectively). Early in the Obama Administration, the White House convened corporations to encourage companies to create pathways for Opportunity Youth to gain their first job. Additionally, in President Obama’s 2016 State of the Union Address, he announced the importance of creating an economy that works better for everybody, including a plan for Opportunity Youth to gain the work experience, skills, and networks that come from having a job. This effort will not only change the lives of youth and communities across the country, but it will also create and build a sustainable and resilient workforce.
Yesterday’s convening included companies such as Gap and Chipotle, who signed on to the First Job Compact. Through a series of engaging panels, corporations share best practices needed to move this work forward. These companies understand that the Compact’s objectives are mutually beneficial to their companies and the youth it serves. Companies often report that young people struggle to find jobs because they lack basic workplace skills and behaviors. By committing to a set of best practices to hire and support these youth, companies will be able to identify and leverage the vital skills and backgrounds these youth bring to the job and in turn increase their interview to hire ratio, retention rate, speed to promotion, and engagement scores to meet company goals. For almost a decade, Gap has engaged in This Way Ahead, which is a paid life skills and internship program that helps low-income youth land a first job at our Old Navy, Gap, and Banana Republic stores.
Through strong collaboration, industry and government will remain committed to reconnecting Opportunity Youth to education and workforce opportunities. Recently, the Organization for Economic Co-operation and Development (OECD) released a report “Work-based Learning for Youth at Risk: Getting Employers on Board” which aims to tackle the common challenge to growing youth job training by establishing the idea that employers first need to see work-based learning as a way to help their business. Read more about this report and further analysis in this blog by New America.
It is clear this this issue has already stirred national interest. President Obama recently released a fact sheet on innovative ways to fund the First Job initiative. In conjunction with ED’s Office of Career, Technical, and Adult Education (OCTAE), the Administration has engaged in a #FirstJob Skills Campaign which seeks to leverage social media and celebrities to connect youth to educational resources to help improve their employability skills. As a part of these efforts, OCTAE released a fact sheet entitled Employability Skills: Supporting Opportunity Youth to Be Successful in Their First Job. This administration firmly believes that these efforts will strengthen our workforce, grow our economy, and change lives.
Given the tremendous career opportunities that a foundation in computer science can provide, it makes sense that we do what we can to improve access to high-quality computer science learning experiences for all students. Computer science (CS) is not about understanding how to use a word processor or create a spreadsheet. CS is about gaining computational thinking skills and is a critical skill set that all students should have in the 21st century workforce—and states, districts, schools, educators, and their partners are doing their part to expand opportunities to computer science for all.
Career and Technical Education (CTE), funded by the Carl D. Perkins CTE Improvement Act of 2006 (Perkins), is an effective approach for increasing access to rigorous computer science coursework as well as for integrating computer science into existing programs of study. Many states are working creatively and innovatively to utilize CTE pathways and Perkins funds to increase access to and completion of computer science courses. From using funds to increase interest in middle school and supporting educator preparation, to dual-coding of courses and increasing access to equipment, states are working hard to maximize the use of Perkins funds to help prepare more students in their states for career opportunities.
Here are some considerations to keep in mind to help increase access to high-quality CS for All.
Dual-coding of Courses – Computer science courses are being offered in both CTE and non-CTE academic programs with course codes that inhibit courses from being used in multiple programs. Some states have found it helpful to dual-code these courses to strengthen their offerings, eliminate duplication of efforts and reduce the funds needed to implement computer science programs in a high school. For example, in Florida , computer science standards were jointly written to make sure that the standards met both academic and CTE expectations.
Dual-certification of Teachers – Having a well-prepared, well-supported educator workforce is critical to expanding access to computer science courses. Again, to prevent duplication of effort, states have found it helpful to ensure that computer science educators in high schools are able to teach computer science as part of either a CTE or academic program. These options increase the number of educators available to teach computer science while providing flexibility for how computer science is taught in both CTE and academic pathways.
Professional Development for Teachers – Perkins funds can be used to provide professional development for CTE educators to ensure they have the tools and resources they need to teach computer science. Because computer science educator preparation requires high-quality, intensive professional development for existing educators, states are also thinking creatively about how to use Perkins in conjunction with Title II funds to increase the number of educators who are able to teach computer science in both CTE and academic pathways.
End-of-Pathway Assessments – States are thinking creatively about end-of-pathway assessments for CTE students and how to ensure the demonstration of technical proficiency. States like Maryland and Idaho are utilizing satisfactory scores on the AP computer science exams as a demonstration of technical proficiency.
Perkins funding can be used to complement and strengthen computer science education in a variety of creative ways, such as collaborating with middle schools to increase CS career exploration courses in 7th and 8th grade, and making CTE CS courses students available to students who are not in a CTE program of study.
OCTAE and the U.S. Department of Education joined several federal agencies in celebrating CS Education Week, December 5-11, 2016, during which a Year of Action was announced. It continues the momentum of CSforAll following its launch in January 2016 that brought together federal, state, and local efforts to increase access to CS education. That same day in January, U.S. Chief Technology Officer, Megan Smith, provided more insight into the importance of providing CS for All in her blog.
OSTP Senior Policy Advisor for Tech Inclusion, Ruthe Farmer, also provided a year-in-review recapping 2016 CS education milestones.
Follow #CSforAll on your favorite social media for ongoing activities.
Posted by Johan E. Uvin, Acting Assistant Secretary for the Office of Career, Technical, and Adult Education
A couple of months ago, I had the opportunity to join the Second Annual White House Summit on Next Generation High Schools. Leading practitioners and researchers came together to discuss how to rethink the high school experience. The event built on the progress made at last year’s summit, which generated $375 million in private and public sector commitments. After researchers shared their findings on what works, and district leaders and students talked about their Next Gen High Schools, participants engaged in action planning sessions focused on key strategies and elements of these innovative schools. I participated in a team that focused on personalized, project-based and maker learning. We talked about internships as an essential element of any future high school experience we envision for our youth and came up with specific actions we agreed to take to make more internships available to our high school students. At the end of our session, we were asked to make a commitment. I pledged to conduct research on promising practices and identify a few examples of internship programs that illustrate clearly what we want. Our team completed its initial research. I am happy to share two great examples with you through this blog.
One great example of a Next Generation High School that makes internships a focal point of the student experience is the Academy of Information Technology (AOIT) at Apex High School in Wake County, North Carolina, a small school-within-a-school program that attracts students who have an interest in information technology. AOIT is organized around two pathways: programming and web development. Not all students who opt to enroll in AOIT are interested in future careers in computer programming or technology. One student who attended in the past year is interested in being an elementary school teacher and has been learning how to develop “apps” that could be used in the classroom. Another student intends to work in human services, such as at a domestic violence program, and has completed an internship in a medical facility learning how to create digital patient records.
All AOIT students are required to complete a paid 135-hour internship prior to their senior year. Most complete their internships in the summer between the junior and senior year of school at a variety of businesses in the Research Triangle such as SAS Institute, Verizon, EMC Corporation, and the Town of Cary, NC Information Technology Department. At least half of the hands-on experience must be technology-based. AOIT internships are different from a typical summer job because students are required to participate in variety of activities that help link what they learned in the classroom to what they experience at the work site. To help connect their internship to their academic learning, student interns are asked to create a Linked-in presence and contribute to an AOIT blog in which they share information about their internship experiences. A supervisor at the job site does an evaluation of the student. AOIT staff visit the workplace to review and discuss learning objectives with the student and the supervisor. When the students have completed their internships, they also are required to do a presentation about their internship experience at a special evening event.
Most AOIT students go on to postsecondary education. Many students credit their internship experiences with helping them understand critical elements of what they want to do in the future. On one hand, they might learn more about the possible requirements and challenges of their chosen field; on the other hand, they might discover that there is not a good match between what is required on the job and how they envision their future workselves – a potential computer programmer might learn that they would rather be part of a team rather than working alone on a problem. Their internship experiences help them to learn what they like, as well as what they do not like. Knowing this can help them make better postsecondary decisions.
Hartford Public Schools in Hartford, Connecticut is implementing internships at scale—paid internships are being implemented district-wide. Students who want a more focused education, different from a traditional comprehensive high school experience, can choose from among five career academies: the Journalism and Media Academy; Hartford High, Inc.; Pathways Academy of Technology; the Academy of Engineering and Green Technology at Hartford Public High School; and the Nursing Academy at Hartford Public High School. In coordination with the Capitol Workforce Partners, the local workforce development board, Hartford Public Schools places academy students in paid internships that are aligned with their academy theme. Some of these internships begin in the summer between their junior and senior year. Most of the internships continue in their senior year. Interns are placed in a variety of local businesses, community organizations, and non-profit organizations. For example, some Journalism and Media Academy students complete internships at the Connecticut Public Broadcasting Network, while students in the Engineering and Green Technology Academy have opportunities to work at Northeastern Utilities.
These internship models show how we can meaningfully connect academic learning with the workplace. But, internships are not the only work-based learning opportunities we can consider. There are many work-based learning activities along the continuum of career awareness and exploration, career preparation, and career training and application that we can consider leading up to paid internships including: guest speakers, tours of workplaces, job and career fairs, shadowing/observation and mock interview opportunities, project-based learning based on real workplace problems, community service learning, mentoring programs, just to name a few. Trailblazing Next Gen High School leaders put these activities in a sequence of opportunities that allow students to deepen their understanding of the world of work over time. When students have the opportunity to combine these practical work-related experiences with classroom instruction, they are better able to see the relevance of their education. Our goal should be to make these opportunities available to every student, preferably as part of a well-coordinated, increasingly hands-on sequence of learning experiences.
OCTAE is excited to launch the EdSim Challenge with a cash prize pool of $680,000 and additional sponsor prizes from IBM, Microsoft, Oculus, and Samsung. The Challenge calls upon the virtual reality, video game developer, and educational technology communities to submit concepts for immersive simulations that will prepare students for the globally competitive workforce of the 21st century.
Successful simulations will pair the engagement of commercial games with rigorous educational content that strengthens academic, technical, and employability skills.
Simulated environments, such as virtual and augmented reality, 3D simulations, and multiplayer video games, are emerging approaches to deliver educational content. Research indicates that simulation-based learning provides students with enriched experiences in information retention, engagement, skills acquisition, and learning outcomes.
Those interested in entering the Challenge should submit their simulation concepts at edsimchallenge.com by January 17, 2017.
Want to learn more? Sign up for our informational webinar on November 16, 2016 from 3:00 PM – 4:00 PM EST to hear an overview of the Challenge and ask questions.
You can also view the complete Federal Register Notice here.
We look forward to seeing what innovators from around the country envision for the future of learning!
This post joins an ongoing series, examining trends in needs and services for disconnected youth. (See the first post, 5 Million Reasons to Care About Youth.) This post welcomes Libia Gil, Assistant Deputy Secretary and Director of the Office of English Language Acquisition (OELA), as a co-author, with Johan Uvin, Acting Assistant Secretary of OCTAE.
OCTAE and OELA have teamed up to learn more about the demographic characteristics, educational attainment, and employment status of older adolescent and young adult English learners (ELs), ages 14 – 21. Many of these learners are unable to complete high school within the traditional time frame and may enroll in adult education programs to earn a high school credential, improve their English language skills, and acquire job skills.
The Mapping Upward project, a national activity led by OCTAE’s Division of Academic and Technical Education, selected four sector-focused networks representing twelve colleges to receive technical assistance to support the embedding of stackable, industry-recognized credentials within technical associate degree programs. The four college networks selected to participate in the project include:
Bakersfield College, Shasta College, and Reedley College (California, Horticulture focus)
Forsyth Technical Community College, Catawba Valley Community College, Isothermal Community College, and Piedmont Community College (North Carolina, Advanced Manufacturing focus)
Luzerne County Community College, Lehigh Carbon Community College, and Northampton Community College (Pennsylvania, Advanced Manufacturing focus)
Rowan-Cabarrus Community College and Mitchell Community College (North Carolina, Advanced Manufacturing focus)
Thirty-one individuals representing the college teams participated in the Mapping Upward Technical Assistance Institute, July 21-22 at Gateway Technical College in Kenosha/Racine, Wisconsin. The teams were immersed in sessions with content experts on topics ranging from employer engagement strategies and program design to credit issues and work-based learning experiences. Teams also met in small groups to work on action plans that will be the focus of their technical assistance activities for the next year. College teams will tackle institutional issues as well as collaborate with their in-state partners on the broader goals of their network. All twelve colleges are engaged in an online community of practice for resource sharing and exchange of promising practices. Each network is receiving dedicated technical assistance from a coach as well as support from subject matter experts on targeted topics.
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
The Department of Labor (DOL) announced the Equity in Apprenticeship Request for Proposals (RFP) to increase apprenticeship opportunities for underrepresented populations. This RFP seeks to award multiple contracts to national intermediaries to develop national or regional “Opportunity” partnerships. These “Opportunity” partnerships will work to increase gender, racial, ethnic and other demographic diversity and inclusion in apprenticeships.
Links to the announcement and the DOL news release on this effort are below:
Watch this video with U.S. Secretary of Education John King and U.S. Secretary of Labor Tom Perez highlighting a success story resulting from local, state, and federal agencies collaborating under one roof. Janet’s story is an inspirational example of how adults can benefit from coordinated workforce development services.
Janet Terry, winner of the Pennsylvania Governor’s Achievement Award for the Outstanding Senior Community Service Employment Program Participant.
Read the full story posted by our partners in the Office of Special Education and Rehabilitative Services.