1. STATE RESPONSES TO THE SKILLS GAP THE IMPACT OF EDUCATION AND WORKFORCE POLICY

2. NATIONAL LEADERSHIP – LOCAL ACTION PUBLIC – PRIVATE PARTNERSHIP 2

3. GOAL 2: RE-ESTABLISH THE U.S. AS THE GLOBAL LEADER OF MANUFACTURING EDUCATION. Quality

4. We are developing quality education through

5. In the past three years, SCS reported over 290,000 industry certifications

6. GOAL 3: ADVOCATE FOR EDUCATION AND JOB TRAINING POLICIES THAT STRENGTHEN THE U.S. MANUFACTURING WORKFORCE Policy

7. The Manufacturing Institute & NAM Taskforce Jobs for the Future AMP 2.0 Department of Commerce - Manufacturing Council BRT/ACT Foundation/ National Network ALIGNING EFFORTS TO CLOSE THE MANUFACTURING SKILLS GAP Close the Gap

8. CREDENTIALING SYSTEM IN THE U.S.

9.  Increase career pathways and dual credit opportunities across education pipeline to increase number of qualified technical employees in advanced manufacturing  Increase nationally portable, stackable credentialing systems through certifications and work-based learning elements  Establish regional work study-based apprenticeship models as proof of concept for a “How To” Playbook manual  Develop a practical guide for transitioning veterans to private sector manufacturing jobs AMP: DEMAND ‐ DRIVEN WORKFORCE DEVELOPMENT

10.  Launch a national campaign to change the image of manufacturing and support National Manufacturing Day’s efforts to showcase real careers in today’s manufacturing sector.  Incent private investment in the implementation of a system of nationally recognized, portable, and stackable skill certifications that employers utilize in hiring and promotion.  Make the development of online training and accreditation programs eligible to receive federal support.  Curate the documents, toolkits and playbooks that have been created by AMP2.0, to be housed with The Manufacturing Institute. AMP FINAL RECOMMENDATIONS: SECURING THE TALENT PIPELINE

11. STATE POLICIES MAKE THE DIFFERENCE

12.  Increase the number of industry recognized credentials awarded at the secondary and postsecondary levels.  Common Themes:  Responding to state’s workforce needs to stay economically competitive & build high quality talent pipeline  Clearly defined offering of credentials and credits earned per credential  Seamlessly included credentials into the existing curriculum INDUSTRY CREDENTIALS

13.  Increase industry partnerships to better align curriculum and apprenticeship, internship, and work based learning opportunities.  Common Themes:  The state initially funded the internship or work-based learning program or provided financial incentives for industry partners to join  Partnership between schools and local business community  Provided students the opportunity to “earn and learn” INDUSTRY PARTNERSHIPS

14.  Better articulate credit transfers from high school to community colleges, and from community colleges to four- year institutions.  Common Themes :  The state created a clear agreement for how credits are recognized & transferred between state secondary and postsecondary institutions  Specifically address CTE credits and credit transfers  All credits students earn can be transferred to 4-year degree and ensures students will not take duplicative courses CREDIT ARTICULATION

15.  Increase access and incentives for dual enrollment.  Common Themes :  CTE dual enrollment courses are treated as an alternative to AP courses, giving students an opportunity to gain college-level experience and credit while earning their high school diploma  Take away financial disincentives for schools to promote or students to enroll in dual enrollment courses DUAL ENROLLMENT

16.  Common Themes :  Governor-led initiatives, carried out by state legislatures and agencies  Combines components of each previous initiative  Each state focuses on a collaborative approach involving schools, community groups, and industry in setting policy and academics COMPREHENSIVE STATE STRATEGIES

17. THE KANSAS STORY Workforce Initiatives Positioning Kansas for Competitive Advantage Zoe Thompson Director, Workforce Training and Education Kansas Department of Commerce and Kansas Board of Regents November 19, 2014

18. Governor Brownback’s Vision for a Competitive Kansas Economic Strategic Plan Respond to Business Agency Collaboration

19. Statute Policy Procedure Incremental Decisions Support Comprehensive Policy Changes

21. Operational Connection is Vital Connection must be structural and survive an administration or person Must connect workforce/economic development and education agencies Must share common vision and goals 21

22. Big Changes to Funding for Community & Technical Colleges  Old funding model – no relationship to course or program delivered  New funding model – based on cost to deliver course or program  Based on a variety of costs including instructor costs, extraordinary costs, instructional and institutional support costs  Results – increased $$ for courses that cost more to deliver

23. SYSTEM WIDE, INDUSTRY DRIVEN PROGRAM ALIGNMENT

24. High School Students Earn College Credit – SB155 24

25. Year 1Year 2Year 3Cumulative Enrollment106999411733118* College Credentials1844567101350 Industry Credentials1191108615143791 12 credit hour Pathway3414503251116 Number Employed366247229842

26. Legislative Support for AO-K  2014 legislative session included: AO-K Proviso - $500,000 for tuition support GED Accelerator - $1.9M for incentives for colleges ► $500/student for GED attainment ► $170/student for cost of taking GED exam ► $1000/student for career technical education credential

27. Employer Engagement Supports Industry Credential Attainment  Three levels of engagement Supporter, Partner, Champion  All levels begin with Kansas Department of Commerce Skills Pledge  Higher level of recognition follows more “engaged” use of industry credentials

28. Industry Driven Initiatives Support the Governor’s Strategic Economic Plan for Kansas Companies sign the Kansas Department of Commerce Skills Pledge recognizing and prioritizing industry credentials Workforce AID (Aligned with Industry Demand) responds to company demand for a skilled, credentialed workforce

29. Workforce AID STATE LEVEL SINGLE POINT OF CONTACT ED = Director of Workforce Training and Education SKILLED EMPLOYEES WITH INDUSTRY AND COLLEGE CREDENTIALS KANSAS COMPANIES Federal/State Training Resources Community and Technical Colleges KANSAS DEPARTMENT OF COMMERCE KANSAS BOARD OF REGENTS Private Resources

30. FIND, TRAIN AND DELIVER FIND  Identify talent need/quantity/timing  Partner with companies  Recruit qualified participants TRAIN  Employability and Technical Skills  Industry credentials- NIMS, MSSC, AWS, etc.  College Credit DELIVER  Skilled Workforce

31. PUBLIC/PRIVATE PARTNERSHIPS KEY TO SUCCESS Companies Colleges KANSASWORKS Private Staffing Agencies

32. IMPACT ON THE KANSAS ECONOMY IN 2014 (FEB-OCT) 12 training projects across the state Nearly 100 participants completed training with industry credentials/college credit 92% with full industry credentials=employed Average starting wage = $14.44+/- Over $2,500,000 impact on the Kansas economy in just nine months

33. Thank You, Questions, Contact Us Zoe Thompson Director, Workforce Training & Education, Kansas Department of Commerce and Kansas Board of Regents zthompson@kansascommerce.com 785.296.0205 33

34.  Is funding a barrier?  Taking funding out of the equation, what is possible in your state? FUNDING

35.  How can different agencies and jurisdictions work together?  What examples can you offer? JURISDICTION

36.  What is the overarching vision in your state/region?  How can you and your partners work to strengthen the big picture? VISION

37.  Who in your state would need to come together behind a comprehensive strategy? PARTNERS

38.  What action can be taken to expand impact within your existing structure?  What are incremental steps that can help meet your goals while helping to set the larger policy agenda? BACK TO REALITY

39.  Who might value the policy framework we’ve discussed?  How might you disseminate the information? MOVING FORWARD