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United States Department of Labor Employment & Training Administration Career Pathways: Pathways to Opportunity U.S. Department of Labor Employment and.

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Presentation on theme: "United States Department of Labor Employment & Training Administration Career Pathways: Pathways to Opportunity U.S. Department of Labor Employment and."— Presentation transcript:

1 United States Department of Labor Employment & Training Administration Career Pathways: Pathways to Opportunity U.S. Department of Labor Employment and Training Administration Region 2 TAACCCT Roundtable July 29-31, 2014

2 Source: Georgetown University, Recovery 2020, Anthony Carnevale et al June 2013

3 Federal Interagency Working Group on Career Pathways  In April 2012, ED, HHS, and Labor issued a joint letter of support, urging the adoption of career pathways strategies and collaboration at the state and local levels to help citizens advance in the workforce and adopting a common framework

4 United States Department of Labor Employment & Training Administration ETA Career Pathways TA Initiative (2010 – 2012) OCTAE Advancing CTE/CP Initiative (2012 – Present) CLASP Alliance for Quality Career Pathways (2013 – Present) Jobs for the Future Accelerating Opportunity (2012 – Present) States Participating in Two Initiatives States Participating in Three Initiatives States/initiatives that are aligned with federal CP framework

5 What is Career Pathways? 5 The term “career pathways” has been defined as a “clear sequence of education coursework and/or training credentials that:  Is aligned with the skill needs of regional industries  Includes the full range of secondary, adult education, and postsecondary education options  Includes curriculum and instructional strategies that contextualize learning  Integrates education and training that combines occupational skills training with adult education services, gives credit for prior learning, and adopts other strategies that accelerate advancement”

6 6  Leads to the attainment of an industry-recognized degree or credential  Includes academic and career counseling, and support services  Is organized to meet the particular needs of adults, with flexible and non-semester-based scheduling, and the innovative use of technology What is Career Pathways?

7 7 Key Achievement of Career Pathways Helps youth and adults gain industry-recognized, postsecondary credentials and transition into new careers through:  Youth and adult-centered program designs  Articulated service delivery models  Direct involvement of employers  Extensive use of labor market information in designing programs that focus on developing in-demand skills  Enhanced coordination of comprehensive services – from adult basic education, to occupational skills training, to career and academic counseling, to support services, to job search assistance

8 Six Key Elements of Career Pathways Implementing Career Pathways ♦ Page 8

9 #1: Build Cross-Agency Partnerships and Clarify Roles Key cross-agency partners are engaged to participate in the initiative.  Partners are invited to design, craft, and implement a shared vision.  Roles and responsibilities are clearly defined and formalized. o Create a leadership or steering committee to guide the development process. o Clarify and formalize roles and responsibilities for key areas, such as: education institutions; employers; workforce development systems; social service agencies; CBOs 9

10 #2: Identify Industry Sector and Engage Employers Sectors and industries are selected and employers are engaged in the development of career pathways.  Determine labor market trends, skill development needs and opportunities, and employer preferences.  Select employers or industry representatives and plan how to pitch the initiative to them.  Plan how to work with employers in the different phases of the initiative (design, launch, operation, evaluation). 10

11 #3: Design Education and Training Programs  Provide a clear sequence of education courses and credentials that lead to postsecondary education/training and employment.  Design programs to accommodate individuals regardless of their skill level at the point of entry.  Design programs around high demand industries and career ladders that pay family- sustaining wages. 11

12 #3: Design Programs… (cont.) Key questions to ask: How will we...  Incorporate & align secondary & post-secondary education elements?  Integrate & contextualize adult basic education & occupational skills training?  Chunk curricula into shorter programs of study?  Meet the need for flexible training & education options?  Assess credit for prior life/employment experience & skills?  Integrate wrap-around services?  Ensure the program leads to an associate or baccalaureate degree or industry-recognized credentials or certificates at the postsecondary level? 12

13 #4: Identify Funding Needs & Sources  Identify resources needed to operate programs and core system components. o Program development o Operating costs o Education & training o Supportive services  Ensure partners work together to identify and leverage funding from various sources (federal, state, local, and foundation) 13

14 #5: Align Policies and Programs Federal, state, and local legislation or administrative policies promote career pathway development and implementation. – Local and state partners identify key policy and program changes and actions needed. – Partners actively coordinate efforts across the region and/or state and establish formal procedures to institutionalize system change. – Agencies and programs collaborate to provide professional development across organizations and systems. 14

15 #5: Align Policies and Programs (cont.) Key questions to ask:  How does the eligible training provider list (ETPL) promote career pathway development?  How can American Job Center and TANF service providers coordinate with each other in providing services?  What can be used to fund curriculum & professional development?  How can policymakers support the development of portable and stackable credentials? 15

16 #6: Measure System Change and Evaluate Performance  Track effect of policy changes and program designs on participant outcomes  Arrange data-sharing agreements with key partners and employers, as appropriate  Design systems for sharing performance information to support continuous learning and improvement 16

17 National Model: Wisconsin’s Career Pathways System

18 National Model: Portland, OR – Computer Technology -

19 United States Department of Labor Employment & Training Administration

20 https://learnwork.workforce3one.org Join over 13,000 members: Career Pathways Community of Practice Web Site

21 21


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