Age 50: The Great Society and Adult Education

On August 20, 1964, President Lyndon Johnson signed Public Law 88-452. The omnibus act is cited as the Economic Opportunity Act of 1964. The law created the Office of Economic Opportunity aimed at attacking the roots of American poverty by providing job training, small business loans, Head Start, Volunteers in Service to America (VISTA) and an Adult Basic Education Program.

The section, in the law, established the program sought to remedy inequities of educational disadvantage by offering persons 18 years of age and older (revised to 16 years of age and older in 1970) the opportunity to develop reading, writing, language, and arithmetic skills to enable them to obtain or retain employment and otherwise participate more fully as productive and responsible citizens. The Office of Economic Opportunity provided funds to the U.S. Office of Education to administer the Program until the Adult Education Act of 1966 placed the Program entirely in the U.S. Office of Education (U.S. Department of Education in 1979).

During these 50 years the nature and extent of Federal attention to the needs of adult learners have varied, the Government, from its earliest days, has provided funds to establish, encourage, and expand programs to assist adults in overcoming those educational deficiencies that would hinder their productivity and responsible participation in the life and growth of the nation.

Happy 50th Birthday Adult Education….those 50 years have been a time when people conducted impactful work. From the White House to Congress to Federal officials, to adult educators, to the state and local learning environments, lives have been changed through a common passion for adult education and the adult learner.

Renewing Economic Opportunity for All

“For the one million young men and women who are out of school and who are out of work, this program will permit us to take them off the streets, put them into work training programs, to prepare them for productive lives, not wasted lives […] It will help those small businessmen who live on the borderline of poverty. It will help the unemployed heads of families maintain their skills and learn new skills. ”

Photo of President Johnson signing the EOA in a ceremony in the White House rose garden surrounded by onlookers.

President Lyndon B. Johnson signs the Economic Opportunity Act of 1964.

These words were spoken by President Lyndon B. Johnson on August 20, 1964 as he signed the Economic Opportunity Act (EOA), a keystone of the “War on Poverty.” The EOA created several programs across a number of federal agencies that aimed to “eliminate the paradox of poverty in the midst of plenty in this Nation by opening to everyone the opportunity for education and training, the opportunity to work, and the opportunity to live in decency and dignity.” EOA was a legislative milestone that highlighted the need for investments in high quality education for youth as well as adults. In addition to programs like Head Start, Job Corps, and VISTA, EOA authorized federal grants for adult basic education, which marked the beginning of federal statutory involvement in adult literacy. This Law set the stage for other crucial adult education legislation to address the issue of illiteracy such as the Adult Education Act of 1966 and the National Literacy Act of 1991.

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Challenges, Simulations, and Innovation in CTE

On Friday, August 8, 2014, the U.S. Department of Education issued a solicitation for companies to provide OCTAE subject matter expertise and assistance in advancing the use and development of emerging technologies to expand the capacity of Career and Technical Education (CTE). The five-year contract will enlist a contractor to design and administer public competitions and challenges for OCTAE. Included in the solicitation are task orders to organize and manage challenges for Career Counseling Apps and Education Simulations. Proposals are due not later than August 22, 2014 at 10:30am Eastern Time. You can view the full solicitation on FedBizOpps.

Invitation to Comment on Implementation of Title II and Title IV of the Workforce Innovation and Opportunity Act

This is a joint blog post from OCTAE and OSERS.

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) and Office of Career, Technical, and Adult Education (OCTAE) invite you to submit comments and recommendations to help us implement the Workforce Innovation and Opportunity Act (WIOA), signed by President Obama on July 22. This new law seeks to maximize opportunities for youth and adults, with and without disabilities, to succeed in postsecondary education and in high-skill, high-wage, high-demand jobs in the 21st century economy. Specifically, we seek your comments to assist us as we begin the process of implementing the amendments to the Rehabilitation Act of 1973 that were made by Title IV of WIOA and of the new version of the Adult Education and Family Literacy Act (AEFLA), in Title II of WIOA.

Your input can help us identify issues and concerns that we need to address in order to fulfill the expectations of WIOA, particularly as we develop draft regulations for public comment. While OSERS and OCTAE encourage you to respond to the specific questions that are set out below, we also encourage you to identify other issues that you believe are significant, and to provide your recommendations on how we should address them.

Please submit comments below by Friday, August 29, 2014. Submitting comments is voluntary and subject to ED blog comment policies.

OSERS is particularly interested in comments on any or all of the following questions:

  1. What should OSERS consider in developing regulation or guidance for implementing performance measures in section 116 of WIOA with regard to the Vocational Rehabilitation Services program?
     
  2. In light of the new provisions in the Rehabilitation Act regarding competitive integrated employment in high-demand fields, what revisions should be made, if any, to the regulations related to the definition of employment outcome?
     
  3. What should OSERS consider in developing regulation or guidance related to transition services for students with disabilities, particularly the new provisions in section 113 of the Rehabilitation Act related to pre-employment transition services and transition services to groups in section 103(b) of the Rehabilitation Act?
     
  4. Section 109 of the Rehabilitation Act made significant changes regarding the provision of services to employers, including the requirement for performance measures related to the effectiveness of services to employers. How can OSERS best implement these new provisions?
     
  5. Subtitle G of WIOA made significant changes to the Rehabilitation Act related to supported employment. What should be considered in regulation or guidance on the new requirements specifically related to the provision of supported employment to youth with most significant disabilities?

OCTAE is particularly interested in comments on any or all of the following questions:

  1. In issuing definitions of performance indicators under Section 116, what should be considered in regulation or guidance when applying these indicators to adult education participants? How can the use of “measurable skill gain” best support services to low-skilled and limited English proficient individuals?

  2. WIOA emphasizes the importance of connecting job seekers and workers with the needs of employers and the regional economy. States will be required to report on their effectiveness in serving employers. What factors should OCTAE consider when defining how adult education and literacy programs may effectively serve employers?
     
  3. WIOA requires states to implement adult education content standards that are aligned to their standards under Title I of the Elementary and Secondary Education Act of 1965. What are the timeline and implementation issues that should be considered in supporting this requirement?

  4. AEFLA adds new activities to adult education and literacy services, including integrated education and training and workforce preparation. What should be considered in regulation or guidance on these new activities?

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Smithsonian Welcomes FFA Jackets

Photo of five FFA jackets

Five FFA jackets were dedicated at the Smithsonian’s National Museum of American History

During a special presentation on July 25, the Smithsonian’s National Museum of American History welcomed the jackets of five former FFA members to its collection. The familiar blue and gold jackets will be featured at the American Enterprise exhibit, opening July 2015. The exhibit will tell the nation’s business story, centered on the themes of opportunity, innovation, competition and the search for common good in the American marketplace.

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Educated and Skilled to Lead America! SkillsUSA: Champions at Work!

Two student competitors sit at a table programming computers while a third student configures a computerized milling machine.

Students test their skills in an advanced manufacturing competition at the SkillsUSA NLSC.

Thank you dedicated students, advisors, state directors, alumni, and business partners for showing the world that SkillsUSA members are true Champions at Work! SkillsUSA returned to Kansas City June 23-27, 2014, for its 50th annual National Leadership and Skills Conference (NLSC). I am honored to have witnessed the largest national conference it has ever held with the most participants in its history. It was the premiere showcase of career and technical education students. More than 15,000 students, teachers, education leaders, and representatives from more than 600 national corporations, trade associations, business and labor unions participated in the event. In addition, the 2014 NLSC marked the beginning of a year-long celebration as SkillsUSA turns 50 in May 2015! I have already marked my calendar to be in Leesburg, VA on May 8th for the birthday celebrations.

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TSA Rocks DC

Over 6,800 students, parents, and advisors attended the 36th Annual National Technology Student Association (TSA) Conference in Washington, DC last week. I was privileged to be one of those. TSA is committed to students studying in Technology Education and those interested in a STEM career. Middle and high school TSA students traveled to DC from across the nation to network, compete, and share new ideas and skills that could be used in the future.

Photo of Elisabeth Stansbury, Robin Utz, and Caleb Gum standing in front of a banner at the National TSA Conference in Washington, DC.

Elisabeth Stansbury, left, and Caleb Gum, right, pause for a quick photo at the 36th Annual National TSA Conference in Washington, DC.

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White House Maker Faire Highlights the Value of CTE

“If You Can Imagine It, Then You Can Do It — Whatever It Is”

These were among the inspirational words shared by President Obama at the first-ever White House Maker Faire on June 18. And, Camille and Genevieve Beatty, 14- and 12-year old entrepreneurs from Asheville, North Carolina, showed just how true these words can be. They, along with their dad, Robert, are co-founders of Beatty Robotics, a project that began as a tech blog to share their innovative projects and has grown into a company that builds custom robots for museums and prototype robots for part manufacturers.

Photo in the White House with Sharon Lee Miller and Margaret Romer standing with Camille and Genevieve Beatty of Beatty Robotics, Dale Doherty, President and CEO of Maker Media and Creator of Maker Faire and Dale's wife Nancy.

Sharon Lee Miller and Margaret Romer of the Division of Academic and Technical Education stand with Camille and Genevieve Beatty of Beatty Robotics and Dale Doherty, President and CEO of Maker Media and Creator of Maker Faire. Also pictured is Dale’s wife Nancy.

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Comments Welcome on New Grant Priorities for Vocational Rehabilitation

The Assistant Secretary for Special Education and Rehabilitative Services proposes two priorities under the Capacity Building Program for Traditionally Underserved Populations. These priorities would:

  • Establish a new vocational rehabilitation (VR) training institute for the preparation of personnel in the American Indian Vocational Rehabilitation Services (AIVRS) program.
  • Encourage applications submitted through a collaborative arrangement between a four-year institution of higher education (IHE) and a two-year community college or tribal college.

The Assistant Secretary may use these priorities for competitions in fiscal year (FY) 2014 and later years. The Department invites comments regarding these proposed priorities. The purpose of this action is to improve the provision of VR services to, and the employment outcomes of, American Indians with disabilities. Community colleges are especially encouraged to comment on these priorities.

A Notice of Proposed Priority (NPP) was published in the Federal Register on Wednesday, June 11, 2014 and is listed as: DEPARTMENT OF EDUCATION 34 CFR Chapter III [Docket ID ED-2014-OSERS-0024; CFDA Number: 84.315C.] Capacity Building Program for Traditionally Underserved Populations–Vocational Rehabilitation Training Institute for the Preparation of Personnel in American Indian Vocational Rehabilitation Services Projects.

Learn more through these links to both text and PDF version of the Notice.

Comments must be received on or before Friday, July 11, 2014.

For more information please contact: Kristen Rhinehart. Telephone: (202) 245-6103 or by email: kristen.rhinehart@ed.gov.  If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.

Dear Colleague Letter on School Counseling

Ensuring that students are college and career-ready is a top priority for the Obama Administration. President Obama has called for the United States to lead the world in college completion by 2020.

That’s why, as we prepare for the upcoming school year, the departments of Education, Health and Human Services and Labor are working together to help local school systems around the country make use of the available resources to help ensure our young people are the best prepared workers in the world. Through this cross-agency collaboration, we are sharing information about how federal resources can help provide relevant and timely information so students can plan for their future careers.

The Departments have sent a jointly signed letter to education, workforce development, social services, and private-sector leaders around the country asking them to join us in our commitment to help high schools utilize the resources available to them through their local American Job Centers. We believe this effort will not only prepare our students for future jobs, but will secure the United States’ place in the global economy.

School guidance counselors play a critical role is preparing our students for college and careers, but the growing number of students compared to counselors may mean not every student can get the attention they need to find their path to their desired career.

That’s where the federal job training services can help. By leveraging the resources available from the nearly 2,500 American Job Centers around the country, schools can ensure their students are getting the most up-to-date information about the job market and what education and training is necessary to land their dream job.

In today’s global economy, opportunity and success have never been more closely linked to the education and skills you have.  That’s why connecting workforce services to education makes common sense.  These connections – which already help job seekers and employers to connect with one another – will help students better understand the skills they need to succeed in today’s job market, while they are in a position to make the decisions at an earlier age.

The American Job Center network can supplement the activities of school counselors by providing career development services and local labor market information, offering career counseling, resume and interview help, share information about Registered Apprenticeships and pre-apprenticeship programs like Job Corps and YouthBuild, and create opportunities for summer and year-around youth employment.

Some states have already begun to integrate these services. In Wisconsin, school officials developed the Career 101 initiative that provides career information to students that promotes career awareness and supports learning about career opportunities. Or take Minneapolis Promise, a local initiative that uses private funding to locate College and Career Centers inside all seven Minneapolis public high schools and eight specialty high schools. The centers offer students career and college planning resources, trained career counselors to guide students, and an online career planning tool to help each ninth-grader develop a personalized “My Life Plan.”

These partnerships can help ensure that high school students have the information they need to be ready for college and careers, and alleviate some of the gaps in college and career counseling that is provided in high schools today.