1. The Career Readiness Certificate in a Systematic Approach to Building Careers Dr. Barbara Bolin Mitch Rosin President Editorial Director McGraw-Hill/Contemporary President www.nationalOCC.org www.crcconsortium.org 804-310-2552 www.workforceeducation.com www.workforceconnects.com 312-233-6727 TM

2. Whatever the student's educational or work objectives, knowledge of the New Basics... is the foundation of success for the after-school years and, therefore, forms the core of the modern curriculum. Grades should be indicators of academic achievement so they can be relied on as evidence of a student's readiness for further study. Instruction in effective study and work skills, which are essential if school and independent time is to be used efficiently, should be introduced in the early grades and continued throughout the student's schooling. Persons preparing to teach should be required to meet high educational standards, to demonstrate an aptitude for teaching, and to demonstrate competence in an academic discipline. “Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.” A Nation At Risk: The Imperative For Educational Reform National Commission on Excellence in Education, April 1983

3. Our high schools were designed 50 years ago to meet the needs of another age. Until we design them to meet the needs of this century, we will be limiting, even ruining, the lives of millions of Americans every year. Bill Gates, Governors’ Education Summit Washington DC, Feb 26, 2005

4. “The merger of globalization and the IT revolution that coincided with the transition from the 20 th to the 21 st century is changing everything—every job, every industry, every service, every hierarchical institution. It is creating new markets and new economic and political realities... [it] has raised the level of skill a person needs to obtain and retain any good job, while at the same time increasing the global competition for every one of those jobs.” That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum

5. End of WWII 1950s Booms: Babies Manufacturing Cars Construction GI Bill College education becomes accessible & expected Defines success Leads to middle-management Civil rights and social unrest 1960s 1970s Japan rises Women in workplace Low birth rates Oil crisis A Nation At Risk PCs for everyone Computers in business Manufacturing Tool industry lost Women. minorities in workplace Steel industry declines Japan auto industry rises US embraces quality movement 1980s 1990s WIA/welfare reform Free Trade Tech boom Mc-Millionaires “Me” generation Outsourcing Rise of international middle class in BRIC countries Too few 18-24 yr-olds in US K-16 Education falls short Globalization of everything Tech bust 9/11 Wars Economic crisis World-wide unrest & unemployment Skills gap 2010 www.bolinenterprises.com ©2011

6. Jobs of the Future Of the 30,000,000 new and replacement jobs between now and 2018… 63% 63% will require some college 45% will require a Bachelor’s Degree or higher 45% Source: Georgetown University Center on Education and the Workforce, 2009

7. 88 Million of 150 Million Adults in Labor Force with at Least One Educational Barrier 18,229,34051,365,340 5,177,127 8,226,214 5,005,943 No High School Diploma High School Diploma No College Speak English “Less Than Very Well” Source: U.S. Census Bureau

9. The Impact? Economic US spends over $3.7B each year to provide community college remediation for recent high school graduates who did not acquire the basic skills necessary to succeed in college or at work. Developmental education is the fastest growing sector in the education market. The Impact: Economic Alliance for Excellent Education

10. 85% 80% Job Demands Are Shifting Skilled Jobs Unskilled Jobs 1950 1960 1970 1980 1990 2000 2010 Current and Future Realities

11. Trends in U.S. Job Task Content Key Shifts Underway Boomers are retiring, leaving manager gaps Service jobs now dominate (60% today up from 36% in 1960) and make up 85% of income Jobs require different skill sets Source: The Conference Board: The Ill Prepared U.S. Workforce (2009)

12. More than 93 million US adults score at the lower levels of national assessments of functional literacy skills and are unprepared to enroll in postsecondary education or job training. While school reform hopes to curb our nation’s workforce problem, an estimated 65% of our nation’s 2020 workforce is already beyond the reach of our educational system. 40 million Americans have no HS Diploma and more than 18 million of them are in the labor force today. 1 million students drop out of HS every year www.bolinenterprises.com ©2011 Current and Future Realities

13. Part of the [“skills gap”] problem stems from a national high school drop-out rate of about 30% and a national community college remediation rate of 15%. Workforce development initiatives such as the $10,000 per student “No Worker Left Behind” in MI, have largely been unsuccessful because dislocated workers were usually put into college degree programs for which they were unprepared and which were often unnecessary. The “college for all” mentality is a carry-over from the 1950s when a 4-year college degree was the ticket to the middle class. In the decade ending 2018, of the 47 million jobs available, nearly half will require only an associates degree, and many will require only short-term technical training to close skills gaps. ‘Skills gap’ Leaves Firms Without a Worker Pipeline The Associated Press, June 2011 www.cnbc.com www.bolinenterprises.com ©2011 Current and Future Realities

14. 2009 Pentagon Report: 75% of young people age 17-24 are not fit for military service PISA 2010: U.S. Ranks 17th in Reading, 23rd in Science, 32nd in Math 25% of college freshman drop out before the end of the first semester 1 of 3 college freshman in 4-year programs need remedial classes; 1 of 2 in community colleges Only 23 states, and DC, require student learning plans aligned to the 16 DOL/ETA career clusters

15. “The American system for preparing young people to lead productive and prosperous lives as adults is clearly badly broken. Millions of young adults now arrive at their mid-20’s without a college degree and/or a route to a viable job.” Pathways to Prosperity, Harvard Graduate School of Education

16. WORKER SKILLS & TRAINABILITY = WORKPLACE SKILL & TRAINING DEMANDS What does all this mean?

17. Employers have Three major concerns with potential and incumbent employees: 1. Poor work ethic Mainly a social issue that may be “fixed” because of new competition for jobs & economic realities www.bolinenterprises.com ©2011 2. Lack of basic learning skills, i.e. TRAINABILITY for rapidly changing technologies and careers 3. What can people DO, not just what do they KNOW

18. The U.S. is the only highly-developed democracy where young adults are less educated than the previous generation. The current freshman class is the first that has been “wired” from birth If your skills are one in a million, there are 1,300 people just like you in China and India! Current and Future Realities

19.  Are we preparing students to be college-eligible or college- ready?  Are they career-ready?  Are we helping older adults to transition to new (or a first) careers?  Are we preparing the skilled workforce demanded by the new world economies?  Will the US be competing adequately in 10years? Serious Questions We MUST Answer

20. Current and Future Realities Connectivity is enabling a whole new category of workers to join the global marketplace— low-wage, high-skilled workers Many of the structural advantages (land; domestic resources; abundance of port cities; large, innovative population and workers) that America had in previous decades are being erased => a decrease in our world dominance That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum

21. For employers, technology changes are coming faster, challenges are coming from everywhere, and opportunities are opening up everywhere In 2010, more than 350 million PCs were distributed across the world Smartphones with cameras, wireless connectivity and texting capabilities are available almost everywhere All these activities are largely supported on the “cloud” which holds almost every software program and application Every day, another 2 billion people join the “global conversation” and we have a hyper-connected world Current and Future Realities That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum

22. As everyone on the planet gains access to the same technology, the only differentiators between companies, countries, and individuals will be  Analytics (analyzing and applying data) and  “Human stuff” “ Human stuff” is education, creativity, inspiration, imagination, legal matters, governance, tax policies, and patents Current and Future Realities That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum

23. “Today’s workforce demands employees with new skills, such as the ability to work collaboratively across cultures and adapt quickly to changing technologies.” – J. Goldman Current and Future Realities

24. Credentials are the new currency of employment Business processes are transportable and will follow skill sets and trainability Current and Future Realities The OLD skills are still important but now it’s what can you DO rather than just what do you KNOW? Employers and employees are turning to CERTIFICATIONS

25. CERTIFICATION: Intent of certification is to inform the public that certified individuals have demonstrated a particular degree of knowledge and skill (Fabrey, 1996) Is a formal validation of knowledge or skill—based on a qualifying examination. (Drake Prometric, 1995) Should provide an objective and consistent method of measuring competence and ensuring the qualifications of technical professionals (Microsoft, 1995) Measures a person’s competence against a given standard — a criterion-referenced test interpretation (Shrock & Coscarelli, 2000) PROBLEM: 700,000 different certificates are awarded each year, but many are not transportable, transferrable, or stackable www.bolinenterprises.com ©2011

26. 700,000 different certificates are awarded each year, but many are not transportable, transferrable, and stackable—that is, able to be combined with others. Source: National Center for Education Statistics, 2009 Current and Future Realities

27. The Career Readiness Certificate was designed to: 1) Certify applied skills & trainability (using a common language) and 2) Be the basis for stackable, portable credentials across all industries www.bolinenterprises.com ©2011 Employees are mobile and follow career opportunities The average worker will change jobs 11 times from choice or necessity Basic skills are defined and common across industry sectors A common skills language was required between employers & educators In 2004, in 7 states, there was recognition that:

28. The Career Readiness Certificate --A Model Framework for Guaranteeing Trainability

29. Career Readiness -- readiness to move on to the next phase of life: Further education Entry-level work Career and advancement www.bolinenterprises.com ©2011

30. In 2004, employers, workforce development professionals and governments in 7 states agreed that: National Consensus 1)There is a need for a portable skills credential based on a common language, easily understood by employers, educators, and residents, and that certifies trainability; 2) The common language should be WorkKeys®; 3) The three WorkKeys® assessments that should form the basis of the credential: Applied Mathematics, Locating Information, and Reading For Information; 4) The credential should be multi-level; 5) The scores for each level should be 3's for Bronze, 4's for Silver, and 5's for Gold. In 2011, more than 47 states are active in the CRC Consortium

31. Career Readiness Certificate Consortium CRCs deployed statewide CRC deployment in progress Interested in deploying CRC Source: Career Readiness Certificate Consortium www.crcconsortium.org

32. Career Readiness Certificate Levels and Employability Bronze Level –Core employability skills for approximately 30% of the jobs Silver Level - Core employability skills for approximately 65% of the jobs Gold Level - Core employability skills for approximately 90% of the jobs www.bolinenterprises.com ©2011

33. Score at least Level 6 in all core areas. Foundational skills for 99% of jobs in the ACT database Score at least Level 5 in all core areas. Foundational skills for 90% of jobs in the ACT database Score at least Level 4 in all core areas. Foundational skills for 65% of jobs in the ACT database CRC Levels Used by employers for skills screening, hiring and promotion, and targeting employee training and development Credential levels indicate percent of jobs qualified for in the ACT occupational database Provides a common measure for employers to determine workers’ skill levels based on standardized assessments Skills outlined on back of CRC Score at least Level 3 in all core areas. Foundational skills for 35% of jobs in the ACT database Bronze Gold Silver Platinum Source: ACT

34. Applied Mathematics Locating Information Reading for Information Skill Profile: Nursing Aides Skill Profiles/Gap Analysis Pre-assessment identifies learner skill levels. Career interest profile assessment identifies potential careers. Competency levels for each occupation help identify target skill attainment levels. Skill gaps help identify where instruction should begin. 3 2 4 3 3 2 343 Skill Gaps Learner Skill Levels Occupational Skill Levels

35. Linking Skills to Occupations Career Readiness Preparation and the CRC Source: ACT

38. CRC Benefits Educators/trainers Identify gaps between current student skills and employment needs Align curricula to meet the job skills, develop transitional skills Develop relevant lessons connected to students’ career aspirations Students/Job-Seekers/Training Program Participants Document their readiness for work See the connection between school lessons and future work Access to instructional component to fill gaps Businesses Decrease hiring costs Make better hiring decisions Reduce turnover Decrease overtime hours Decrease training time and costs

39. CRC: Learning = Earnings BRONZEBRONZE SILVERSILVER GOLDGOLD

40. The Career Readiness Certificate in a Systematic Approach to Building Careers in High schools Community Colleges Adult Education

41. Key difference in CRC training and assessment is applying the skills to workplace situations— so in training you TEACH TO THE TASK! Students demonstrate what they can DO, not only what they KNOW

42. Is training available to close the skills gap? Yes. On-line training is available from several reputable companies. Are there hard-copy training materials for use in the classroom? Yes. The Workplace Skills Series is now available from Contemporary/McGraw-Hill.

43. Workplace Skills Series Develops core contextualized skills for: –Applied Mathematics: Mathematical reasoning and critical thinking skills through realistic workplace scenarios –Reading for Information: Effective reading comprehension and synthesis skills through documents such as letters, e-mails, directions, regulations, and policies –Locating Information: Retrieve and use information communicated through graphic sources (flow charts, diagrams, forms, and tables) Provides consistent problem-solving approach in testing and workplace scenarios

44. Instruction and skill practice covering CRC Levels 3  7 in each book Builds core CRC competencies from lowest to highest level Practice and assessment of all skills learners encounter on CRC tests Contextualized Practice

45. Instruction in TABE aligned basic skills Builds core competencies from lowest to highest level Basic Skills Instruction

46. Model skill application and test-taking strategies through the Plan for Successful Solving Learners are better prepared for test-taking situations Consistent modeling builds learner confidence for problem solving in workplace and test- taking situations Models Skill Application

47. Model Skill Application Consistent problem- solving approach modeled for every skill in all three titles.

48. Provide practice applying skill in realistic workplace scenarios Robust content and problem- solving skill development Real-world scenarios link skills with actual jobs Applied scenarios increase learner motivation Contextualized Practice

49. Comprehensive Career & Industry Coverage Contextualized problems for over 800 careers across the 16 DOL Career Clusters Provides real-world problem- solving practice across a variety of careers, including green sectors Relevant problem-solving practice establishes a purpose for learning, regardless of career goals

50. More than 2 million CRCs have been issued across 50 states and territories since 2004, most over the last 2 years, and the number is growing exponentially. The CRC: Has evolved into the CRC+ in manufacturing, apprenticeships, hospitality, health care Is being used in innovative programs in community colleges ( e.g. Get a Skill, Get a Job—or Get Your Money Back at Lansing CC ) Is offered as an additional HS graduation credential Basis for NAM training certification in 30 colleges Is an important component of Workforce Connects that combines skills awareness with assessments and job search www.bolinenterprises.com ©2011 CRC Update

51. Started in 2009, CareerReady Colorado Certificate just passed the 10,000 mark and governor has now fully endorsed the credential Since January 2011, OR has issued more than 11,000 CRCs In 2010, 38% increase in CRCs issued in NC 150 high schools in NC give students chance to earn a CRC; the CRC has been an exit credential in IN for many years; in AK since 2010 all 11 th & 12 th graders have to take the three assessments In AR, since 2008, 2600 employers have hired CRC recipients, program available in 76 high schools, and more than 30,000 certificates issued (See www.acteonline.com/currentissue)www.acteonline.com/currentissue

52. “Top 10” States for CRCs Issued 1. Georgia 251,500 2.South Carolina 161,164 3.Michigan 115,347 4.Florida 101,451 5.North Carolina 91,570 6.Indiana 66,023 7.Oklahoma 57,990 8.Alabama 38,044 9.Ohio 37,000 10. Virginia 35,597

53. OK Work Ready Community Certification 3% of existing workforce with a CRC 25% of available workforce with a CRC Either 85% HS graduation rate or 82% of HS Seniors have a CRC www.okcareertech.org/cac/workkeys GA Work Ready Community certification similar www.gaworkready.org

54. Virginia CRC Plus Initiatives CRC +Certified Manufacturing Specialist CRC any level and Applied Technology(3) CRC+Hospitality (in development) Bronze CRC and Customer Service training CRC+Apprenticeship (pilot ) CRC any level CRC+Healthcare Clinical Technician (pilot) Silver CRC healthcare context

55. Workplace Competencies Academic Competencies Personal Effectiveness Competencies Industry-wide Technical Competencies Industry Sectors NAM-Endorsed Skills Certification System. The Manufacturing Institute. NAM Certifications

56. NAM-Endorsed Skills Certification System. The Manufacturing Institute. CRC

57. Current Adult Education can’t meet current needs because of: – Inadequate funding – Levels of service – Program focus In 2010, total funding for Adult Education and Literacy programs in the U.S. equaled $2.1 billion, with only $540 million of that coming from the federal government. Current and Future Realities

58. For low-skilled adults, the largest economic payoffs are in postsecondary. One year of college = 10% increase in earnings (as true for GED grads as for HS grads) – Getting a GED alone does increase earnings, but by less than a high school diploma. (Only pays off significantly for dropouts with lowest skills and for immigrants.) – Vocational/industry certificates and degrees pay off more than academic ones at the Associate level and below. Up until now, assumption by programs and by adult students has been that GED is the best route to good jobs and postsecondary education. Current and Future Realities

60. Target Audiences: Adult Job Seekers Adult Learners Teachers Counselors Parents High School Students Middle School Students Elementary School Students Contemporary Workforce Connects™ All need to know: What the current & emerging jobs are Where the current & emerging jobs are What education/skills are needed for the jobs Where they can get the education/skills they want & need?

61. WORKFORCE TOOLS JOB SEARCH CAREER READINESS Employment Guide Job Search Tool Employment Guide Job Search Tool IMPROVE SKILLS AND ASSESS PROGRESS SKILL ASSESSMENT CAREER ANALYSIS SYSTEM OVERVIEW www.WorkforceConnects.com Pre-Assessments On Your Own Lesson Assessments Unit Assessments Pre-Assessments On Your Own Lesson Assessments Unit Assessments TRAINING & INSTRUCTION Career Readiness Preparation (Academic Competencies) Skill Support Essential Skills for the Workplace (Workplace Competencies) Course Planner Career Readiness Preparation (Academic Competencies) Skill Support Essential Skills for the Workplace (Workplace Competencies) Course Planner MY PATHWAY Resource Directory Network Resource Directory Network Apprenticeship/ Bridge Program Post-Secondary/ Transition Career Technical Training Career Matchmaker + MySkills Explore Careers Explore Schools Learning Styles Inventory Portfolio Career Matchmaker + MySkills Explore Careers Explore Schools Learning Styles Inventory Portfolio CRC

62. About a century ago, H. G. Wells stated “Human history becomes more and more a race between education and catastrophe” Comments or questions...?

63. The Career Readiness Certificate in a Systematic Approach to Building Careers Dr. Barbara Bolin Mitch Rosin President Editorial Director McGraw-Hill/Contemporary President www.nationalOCC.org www.crcconsortium.org 804-310-2552 www.workforceeducation.com www.workforceconnects.com 312-233-6727 TM