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CACTA Conference February 4, 2015 Adult Career Pathways: The Intersection of Adult Education and CTE Jennifer Jirous, Adult Partnerships Initiatives Manager.

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Presentation on theme: "CACTA Conference February 4, 2015 Adult Career Pathways: The Intersection of Adult Education and CTE Jennifer Jirous, Adult Partnerships Initiatives Manager."— Presentation transcript:

1 CACTA Conference February 4, 2015 Adult Career Pathways: The Intersection of Adult Education and CTE Jennifer Jirous, Adult Partnerships Initiatives Manager

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4 What happens to those Coloradans who do not obtain adequate preparation and training to pursue a passion, technical specialization or advance through a career path? Studies have shown that those with lower levels of education typically have higher unemployment rates, less stable and lucrative job prospects, less opportunities for mobility, lower levels of health and lower earning potential. All of these potential roadblocks are not just burdens on the individual—when we leave a Coloradan behind, we are setting up ourselves as a society to fiscally bear increased costs in social services, while reducing the opportunity for our state to receive more tax monies from those lost earnings and productivity. The Colorado Talent Pipeline 4

5  The youth unemployment rate (ages 16 to 19) still remains higher than what it was immediately prior to the recession (Current Population Survey).  Research on opportunity youth (also known as disconnected youth—youth ages 16-24 who may have dropped out of high school or college and also have trouble securing stable attachment to the labor market) describes significant social and financial burdens through lost output/wages and lost taxes, above average levels of criminal involvement and high use of social services. Minorities and males disproportionately represent opportunity youth.  The long-term unemployed (individuals out of work for 26+ weeks, or those exhausting unemployment benefits) face a unique combination of social, emotional and skill deficiencies caused by the duration of their unemployment that require intensive “wraparound” services to address these issues effectively, while rapidly moving individuals to paid work experience and reemployment.  As of November 2014, there were 47,200 individuals considered long-term unemployed. The long-term unemployed currently make up about one-third of all unemployed persons 5 The Colorado Talent Pipeline

6  The Adult Education and Literacy Act of 2014 was signed on June 5, 2014Adult Education and Literacy Act of 2014  Successfully refocuses the mission of adult education and literacy programs by requiring the active collaboration and coordination of a variety of state agencies and organizations that are involved in adult education and literacy, postsecondary education, training and credential attainment, workforce development, economic development, and human services (Section 22-10-102 (h))  Created the Adult Workforce Partnership Program to be administered by the Colorado Department of Education.  Requires convening an Adult Workforce Partnership Advisory Board to guide the work at a state level 6 Adult Education and Literacy Act

7  Focuses on Adult Workforce Partnerships that will serve a larger share of the state’s adult population  Provides funding for public and private nonprofit adult education programs who will serve as lead agencies and fiscal agents  Supports programs that enable more low-income, low-literacy adults to achieve economic self-sufficiency  Goal is to support partnering agencies in providing additional education to enable students to achieve a postsecondary credential and employment after they attain basic skills.  A Request for Applications was issued on September 23, 2014 and closed on November 6, 2014.  for Applications 7 Adult Education and Literacy Grant Program

8  Local Education Providers operating as an adult education program were eligible:  A secondary or postsecondary, public or private, nonprofit educational entity, including but not limited to a school district, charter school, board of cooperative services (BOCES), state institution of higher education, junior college, and area vocational school;  A community-based, nonprofit agency or organization;  A library;  A volunteer literacy organization, literacy council, or other literacy institute;  A business or business association that provides adult education and literacy programs either on- site or off-site;  A work force board*;  A one-stop partner*; and  A consortium of entities listed above. Eligibility 8

9  Local Education Providers must be member of an Adult Workforce Development Partnership to be eligible for this grant.  An Adult Workforce Development Partnership is a collaboration that assists adults in attaining basic literacy and numeracy skills leading to additional skill acquisition, postsecondary credentials, and employment.  At a minimum, a Workforce Development Partnership must include:  A Local Education Provider;  At least one Postsecondary Education or Training Provider; and  At least one Adult Workforce Development Provider. Eligibility (continued) Adult Workforce Development Partnership 9

10  A Postsecondary Education or Training Provider includes, but is not limited to:  A state institution of higher education, junior college, or area vocational school;  An apprenticeship program;  An entity that provides accelerated education and skills training certificate programs;  An entity that operates programs through the manufacturing career pathway established by the State Board for Community Colleges and Occupational Education;  A community-based workforce development program that is operated through the Colorado customized training program. Eligibility (continued) Postsecondary Education/Training Providers 10

11  An Adult Workforce Development Provider includes, but is not limited to:  A work force investment program*; and  A program that is supported by the state workforce development council. * See Colorado Work Force Investment Act, Part 2 of Article 83 of title 8, C.R.S. for definitions of “work force board”, “one-stop partner” and “work force investment program” Eligibility (continued) Adult Workforce Development Providers 11

12  The overall priority of the Adult Education and Literacy Grant Program was to ensure service to currently unserved or under- served areas of the state throughout the program.  Geographic distribution in currently unserved or under-served areas of the state was considered when awards to were distributed to applicants that met each of the required criteria as outlined in the evaluation rubric. Priority 12

13  May use funding from this grant on behalf of a student who is enrolled in or has completed the adult education and literacy program AND is receiving training from a postsecondary education or training provider or from a workforce development provider that participates in the workforce development partnership with the Local Education Provider.  Should focus use of these funds on programs that prepare individuals for training leading to occupations that have the potential to pay a self-sufficiency wage. Self-sufficiency* wages are defined as those that can realistically support a family without public or private assistance.  The first year of the Adult Workforce Development Partnership grant activities may include partnership planning activities, in addition to student services. Allowable Use of Funds 13

14  Approximately $860,000 was available for the 2014-2015 school year.  Funds must be used to supplement and not supplant any federal, state and local moneys currently being used to provide adult education and literacy programs.  In January 2015 CDE awarded 9 grants with ~450 students being served in year one and ~1900 students over the three-year grant period.9 grants  How is CTE connecting?? Available Funds 14

15  Colorado Definition: A career pathway is a series of connected education and training programs, work experiences, and student support services that enable individuals to secure a job or advance in a demand industry or occupation. Career Pathways 15

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17  What? Career Pathways concept adapted to unique needs of career-limited adults.  Who? Target the needs of high school dropouts, little or no- college, veterans, foreign born residents, ex-offenders, low- skilled or displaced workers, and other high need groups  How? Strategies for overcoming workforce barriers by bringing together industries, community services, government agencies, and community colleges to identify, enroll, and prepare career- limited adults for high demand career opportunities Adult Career Pathways (ACP) 17

18  Challenge Calls for a new level of involvement on the part of employers and community organizations and commitment to collaboration between secondary and post-secondary educators. Not a QUICK FIX! Adult Career Pathways 18

19 1. Personal Needs  Financial (employment)  Logistical (childcare, transportation, clothing, etc.)  Personal (dependencies, self-discipline, learning disabilities, etc.)  ESL 2. Academic Skills  Remedial skills (academic proficiencies necessary to complete foundational work in post-secondary programs  Career Foundation Skills (math, communication, technology, science skills needed to pursue careers in specific fields) Source: Adult Career Pathways: Providing a Second Chance in Public Education (2011), Hinckley, Mills & Cotner, Seven Components of ACP 19

20 3. Career Focus  Identify Strengths  Identify where the good jobs are  Choose educational pathways that will enable them to qualify for careers of their choice  Acquire personal qualities and behaviors that contribute to success  Acquire strong job-search, application, and interview skills 4. Employability Skills (soft skills – interpersonal, teamwork, critical thinking, problem solving) 5. Career and Technical Skills (technical content) 6. Job Entry Skills (basic computer and internet skills) 7. Advanced Skills (company specific skills or skills to advance in education) Source: Adult Career Pathways: Providing a Second Chance in Public Education (2011), Hinckley, Mills & Cotner, 20 Seven Components of ACP

21 Stage 1 Full-time student Stage 2 Part-time student Part-time employee Stage 3 Part-time student Full-time employee Stage 4 Part-time student Full-time employee Stages 5-10 Full-time employee Part-time student Career Ladder for ACP 21 Job entry Career Adv

22 Thank you! Have a great evening. Jennifer Jirous Cell: 720-471-3527 22

23 23 Washington’s Integrated Basic Education and Skills Training Program (I-BEST) is a nationally recognized model that quickly boosts students’ literacy and work skills so that students can earn credentials, get living wage jobs, and put their talents to work for employers. I-BEST pairs two instructors in the classroom – one to teach professional/technical or academic content and the other to teach basic skills in reading, math, writing or English language – so students can move through school and into jobs faster. As students progress through the program, they learn basic skills in real-world scenarios offered by the college and career part of the curriculum. I-BEST challenges the traditional notion that students must complete all basic education before they can even start on a college or career pathway. This approach often discourages students because it takes more time, and the stand-alone basic skills classes do not qualify for college credit. I-BEST students start earning college credits immediately.

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