Updated Features in the LINCS Community

The LINCS Community has brand-new features we think you will really like. Check out the recent upgrades and interact with fellow adult education practitioners in the 16 discussion groups.

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LINCS Community Home Page

The community’s refreshed design allows you to quickly reach featured events and resources from the home page. The new look also makes it easier to follow and participate in discussions.

On Thursday, April 3, 2014 at 2 PM ET, the LINCS Community team will host a user training webinar to introduce all of its upgrades. Save the date/time and keep an eye out for registration details, coming soon.

 

Here’s a sneak peek of a few additional new features:

  • Like Button: Use the like button to show enthusiasm for your favorite content. Just look for the thumbs up button throughout the community to like something.Like thumb
  • Polls: Contribute your thoughts to the latest poll; the polls section is located on the menu bar of each group.
  • Simplified Email Notifications: Set your email preferences from the new dedicated space in each group, or from the My LINCS tab.
  •  Group Quick Links: Navigate to different sections of each group from the icons on the updated Groups page.

 

Building Strategic Partnerships for Immigrant and Refugee Integration

A number of communities at the local and state level have been forward thinking about the ways to incorporate and integrate immigrants into civic and economic life. These states and localities have recognized that creating a welcoming environment, coupled with policy and programmatic reforms that provide access to immigrants and English learners is a win for everyone in the community.

Cities like Atlanta, New York City, San Francisco, Seattle, Dayton, Philadelphia and Nashville to name a few, have developed strategies on various aspects of immigrant integration integral to the success of their cities. Many of these municipalities have created strategies to compete globally for talent and as well as in the arena of economic development. 

In New York City, the New York Department of Youth and Community Development has engaged in an intentional plan to create educational opportunities for youth that could qualify for Deferred Action for Childhood Arrivals (DACA). The New York Department of Consumer Affairs, Office of Financial Empowerment recently came out with a study of Immigrants’ use of financial services.

County governments like Montgomery County, Maryland and Santa Clara and San Mateo in California have partnered with philanthropy and the federal government to rethink systems for improving service delivery and policies that benefit the entire community.

In New York State, the New York State Office of New Americans has taken the significant step of creating a system of 27 neighborhood based Opportunity Centers throughout the state. The initiative seeks to increase access to English-for-Speakers-of-other-Languages (ESOL) training, preparing New Americans for the naturalization process, connecting New Americans to business resources to harness their entrepreneurial spirit, developing and leveraging the professional skills of New Americans, and reducing exploitation of New Americans by scammers and con artists through consumer protection initiatives. Below is one story about how the Opportunity Centers are being utilized.

Omar Omar
Last year, Omar Omar came to Syracuse as a refugee. Originally from Eritrea, a small country in the horn of Africa, he was forced to flee everything he knew due to the war and internal conflicts.
The first thing Omar did when he resettled was to go to the ONA Opportunity Center in Onondaga County to work on his English. Hosted by partners Catholic Charities Diocese of Syracuse, the ONA Opportunity Center provides immigrants English-for-Speakers-of-Other-Languages (ESOL) training, naturalization and Deferred Action for Childhood Arrivals (DACA) assistance, and entrepreneurial assistance. While Omar knew some English, he was seeking to improve his skills. Omar took advantage of the ONA Opportunity Centers unique blend of expert teachers, technology and volunteers in its ESOL training. Omar followed up his training by obtaining a library card so he could continue learning.
Omar was seeking a job, so he began working with the ONA Opportunity Center staff, asked for help from the volunteers, and applied for many jobs. When he found out that a new hotel was hiring, Omar asked an ONA Opportunity Center volunteer to help him with the on-line application, an application that took well over an hour to complete. Omar was given an interview and hired for a full time position in the housekeeping department. While Omar continues to study nursing, he must first obtain his high school equivalency diploma. Omar’s goal is to help people and he does so whether at the hotel, in the Eritrean community, his neighborhood, or ultimately in the health care field.

 

At the federal level, the Department of Education, the Office of Career, Technical and Adult Education, through a contract with World Education, Inc. and its three partner organizations (National Partnership for New Americans, IMPRINT, and Welcoming America) is identifying innovative immigrant integration models that will help us understand how adult education can 1) improve immigrants’ access to effective and innovative English language programs, 2) support immigrants on the path to citizenship, and 3) support immigrants’ career development through training and education. The project has  produced a descriptive framework on theoretically-sound immigrant integration practices. Place based initiatives will grow from this partnership in 2014 in several locations across the country that will benefit from the technical assistance on the creation of networks for immigrant integration.

These and other game changing initiatives take into consideration the circumstances of immigrant newcomers. As the debate on immigration reform continues at the federal level, states and localities are forging ahead, creating opportunities for immigrants to contribute and to help build their communities.

Johan Uvin is the Deputy Assistant Secretary for Policy and Strategic Initiatives in the Office of Career, Technical, and Adult Education

Time to Reskill: A Practitioner Webinar Rescheduled

Join the U.S. Department of Education, American Institutes for Research, and adult education advocates for a webinar on Thursday, March 13, from 1:00pm-3:00pm ET. 

NOTE: new date! The original February date was postponed due to weather. Please use this link to register for the rescheduled webinar.

With the recent release of the Organization for Economic Cooperation and Development (OECD)’s Program for International Assessment of Adult Competencies, (PIAAC) demonstrating the direct relationship between skills and economic security, health, and educational advancement, there is even more urgency to address the needs of low-skilled learners and equip the teaching workforce to help such students achieve their academic and economic goals.

The Office of Vocational and Adult Education (OVAE) launched a national engagement effort on November 20 (see archived announcement) to explore ways to increase our national capacity to improve the foundation skills of adults in the United States. OVAE is particularly interested in engaging with adult educators to solicit their input into a forthcoming national action plan.

This webinar will be an opportunity to receive a briefing on the PIAAC data, the OECD’s special report on America’s low-skilled population, Time for the U.S. to Reskill?, and engage in a focused discussion about the issues facing adult education.

To prepare for the webinar, see the Consultation Paper, which provides background on the skills issue and the framework for the national action plan. The discussion will continue online in various groups within the LINCS Community of Practice.

Register here for the webinar and help us spread the word among practitioners!

Office of Vocational and Adult Education Becomes Office of Career, Technical, and Adult Education

Cross-posted from the U.S. Department of Education blog.

Students in a studio

Technology is a critical tool for career readiness at the Duke Ellington School for the Arts in Washington, DC.

February is Career and Technical Education (CTE) month, and what could be more fitting than to announce that the name of the Office of Vocational and Adult Education has been changed to the Office of Career, Technical, and Adult Education (OCTAE). Vocational education was recognized as a national priority with the Smith-Hughes Act of 1917. “Career and Technical Education” has now replaced “vocational education” as a more accurate term to describe what and how students are studying to be career ready.

Secretary of Education Arne Duncan has said, “The president and I believe that high-quality CTE programs are a vital strategy for helping our diverse students complete their secondary and postsecondary studies.” He acknowledged that those on a CTE track are helping our nation meet our economic and workforce challenges. “In fact, by implementing dual enrollment and early college models, a growing number of CTE pathways are helping students to fast-track their college degrees.”

Natalie Tran, a Future Business Leaders of America chapter president at River Hill High School in Clarksville, Md., told ED, “[In CTE] over time, you gain confidence—you know what you are doing, you know that you are able to go into the workforce . . . And it’s all about—knowledge is power, and that’s what CTE provides us.”

In 2012, the Obama Administration released Investing in America’s Future, A Blueprint for Transforming Career and Technical Education. The Blueprint calls for effective, high-quality CTE programs aligned with college- and career-readiness standards. These programs provide work-based learning opportunities that enable students to connect what they are learning to real-life career scenarios and choices. Students participating in effective CTE programs graduate with industry certifications or licenses and postsecondary certificates or degrees that prepare them for in-demand careers within high-growth industry sectors.

Student with headphones

A CTE student at the Veterans Tribute Career Technical Academy in Las Vegas, Nev., explains her project to OCTAE Assistant Secretary Brenda Dann-Messier

Alvon Brown, a student from The Edison Academy at Edison High School in Alexandria, Va., studied to become an HVAC technician in CTE. He told ED, “. . . instead of just staying with being an HVAC technician, I want to become an engineer and work with HVAC, because I like creating stuff, and I like working—not only do I like working with my hands, I like thinking about what I can do with my hands.”

The Office of Vocational and Adult Education has had a rich history of being in the forefront of career, technical and adult education, providing funding and technical assistance to the career pathways movement, for instance. OCTAE continues to be the office in ED responsible for administering federal CTE programs, as well as the partner adult education programs. The Congressionally-mandated change in name to OCTAE acknowledges the CTE reality and looks to the future as it advances the priorities around preparing all youth and adult students for success in college and careers.

Which sectors will be adding the most jobs?

Did you know that the health-care sector and social assistance sector (which includes child and youth services and community services) are projected to account for almost one-third of the total increase in employment over the next 10 years? Or that, of the 30 occupations projected to have the largest percentage increase in employment between 2012 and 2022, 14 are related to health care and five are related to construction? Kristina Bartsch, chief of the Division of Occupational Employment Projections at the Bureau of Labor Statistics, discussed industries and occupations projected to gain and lose jobs between 2012 and 2022, and the education needed for those jobs, on C-SPAN’s “America by the Numbers” on January 31.

This story appeared in the February 6 edition of the U.S. Department of Labor Newsletter and was posted in the Youth and Adult Pathways microgroup in LINCS.

You can watch the interview recorded January 31, 2014 on C-SPAN.org.

Health and Skills: Making the Connection

Adults with low literacy skills are four times more likely to report poor to fair health than adults with higher skills. This is two times the international average according to recent data from the Survey of Adult Skills (October, 2013), which is part of the Organization for Economic Cooperation and Development’s (OECD) Program for the International Assessment of Adult Competencies (PIAAC).

This correlation between skills and health presents great challenges to both the individual and his or her healthcare providers to communicate and address the prevention, management, and treatment of disease and healthy behaviors. Poor literacy, numeracy, and problem solving skills adversely affect health care, health information access, health outcomes, and appear to limit engagement in positive, preventative behaviors. At a time when the U.S. is spending more than $2 trillion a year on healthcare ($2.5 trillion in 2009, according to the Surgeon General’s National Prevention Strategy), even a fraction of improved outcomes could save millions of dollars. As a reference, the U.S. federal investment in the Adult Education and Family Literacy Act (AEFLA), which funds adult basic education and English proficiency classes, is $563 million.

U.S. adults ages 16-65 performed poorly on all measures of the Survey of Adult Skills, with average scores below international averages in literacy, numeracy, and problem solving in a technology-rich environment. While there are high performers in each domain, the U.S. population has a greater proportion of adults of working age with low skills (defined as below Level 2 on a five level scale) than the comparison countries (see more about the findings here).

The relationship between skills and health provides a strong case for investing in upskilling adults. The economic returns to skill development are clearly demonstrated in the Survey through the correlation of skills to higher wages, more permanent employment, and greater use of skills on the job.  The returns to improved health are likely to be at least as important. A healthier workforce is more productive with fewer days lost to illness. The healthcare costs of poor health literacy is demonstrated through higher costs for service, more emergency room visits, and fewer preventative services accessed.

There is a great opportunity to think about addressing skills and health simultaneously in a more holistic approach, as called for in the National Action Plan to Improve Health Literacy, issued by the U.S. Department of Health and Human Services in 2010. Embedding opportunities for skill development and practice in community health efforts is an underutilized approach. While contextualizing literacy in the context of health has been a promising practice, see resources at the LINCS Health Literacy Collection, too little has been done to use community-based health interventions as the anchor for literacy and numeracy interventions.

Community health workers – whether in hospitals, health centers, private primary care practices or as part of home health care or visiting nurse services – can help low-skilled adults apply the skills they do have to the immediate situation. Health professionals can use plain language and teach back methods of communication, and work closely with local educational service providers to make referrals more seamless and less stigmatized. Similarly, adult education workers can assist individuals with accessing health care, finding insurance, following treatment instructions, applying literacy and numeracy skills to everyday practices, and providing navigation assistance to services that can enhance healthy behavior. Services could be co-located for greater coordination and impact. Cross-training or shared training and professional development within a community could strengthen relationships and referral networks.

The Survey of Adult Skills (OECD, 2013) is clear that skills and quality of life issues are deeply interrelated, especially in the United States. The findings echo a recent report from the Institute of Medicine, U.S. Health in International Perspective: Shorter Lives, Poorer Health. Communities need to address these challenges as related, not separate issues, and find the means to take a holistic view of the quality of life issues faced by low-skilled, low-income, and low-English proficient populations when proposing solutions. Conducting a local health needs assessment and asset map of existing challenges, resources, and future growth projections can be a way to engage the community. Prevention and health safety campaigns are ideal opportunities to involve the full range of family-serving organizations in a community.

In November 2013, the U.S. Department of Education launched a national engagement effort to explore ways to increase our national capacity to improve the foundation skills of adults in the United States. Regional events have been held through the winter and communities are being asked to provide input and feedback from their own locally-hosted roundtable discussions to inform a national action plan.

In order to assist communities in hosting roundtable discussions, the Department created a set of resources and an online submission form. See www.TimetoReskill.org for the following tools:

  • Consultation Paper, a 10-page paper that can be shared in advance of an event to provide background on the skills issue and the framework for the national action plan.
  • Toolkit, a step-by-step guide to running a local roundtable from types of people to invite to the questions to pose.
  • Online feedback form for submitting feedback. (Please submit comments by March 14 to be considered in the Plan.)

We hope community health partners will be part of the solution! Consider hosting a roundtable discussion in your area and contributing to the national action plan.

Johan Uvin is the Deputy Assistant Secretary for Policy and Strategic Initiatives at the U.S. Department of Education, Office of Career, Technical, and Adult Education 

LINCS Update: Community Reaches 10,000 Users!

The LINCS Community of Practice marked an important milestone as it surpassed 10,000 registered users last week. Thanks to all who have helped spread the word about how this vibrant community can support teachers and programs. Keep growing!

New course launched: Integrating Technology self-paced online course is designed for instructors who are at the beginner/intermediate level of technology integration in the classroom. It is available on the LINCS Learning Portal. This course helps teachers understand how technology can support their instructional goals and provides guidance on how to incorporate various popular tools. A certificate of completion for four hours is available.

Upcoming events in the Community:

  • February is Financial Aid Awareness month. Join the Financial Literacy and Postsecondary Completion groups from February 3- 14 for a special discussion in which adult education program managers, counselors, and teachers from a range of adult education programs will share their strategies and techniques for incorporating financial literacy into their adult education programs.
  • Teaching Strategies: Easing the Pathway for Adult Learners with Disabilities to Develop Competence in the Classroom and Beyond. Join the Disabilities in Adult Education group for a special discussion from February 3-14.
  • Digital Learning Day: Four-Part Technology Tools Webinar Series.  Celebrate Digital Learning Day on February 5 by pledging to acquire new knowledge about current technology tools used to advance education.  LINCS is partnering with the Literacy Assistance Center in New York City to offer a series of 30-minute webinars on how to use technology tools in education, held every Thursday in February, starting on February 13, from 3:00-3:30 PM ET.

LINCS at Upcoming Conferences

Silicon Valley Weighs in on Adult Education Challenges

Cross-posted from the U.S. Department of Education blog.

If you want to engage the high-tech industry to help improve job readiness for the nation’s 36 million low-skilled adults, a good place to start is Silicon Valley.

That is just what the Wadhwani Foundation and the U.S. Department of Education did. In January, Wadhwani staff, led by Chief Executive Officer Ajay Kela, were joined by ED’s Brenda Dann-Messier, assistant secretary for career, technical, and adult education; Johan Uvin, deputy assistant secretary for policy and strategic initiatives; and Cheryl Keenan, director of the Adult Education and Literacy Division, for a listening-and-working session at Cañada College, in Redwood City, Calif.

Dann-Messier

Assistant Secretary Brenda Dann-Messier (seated, second from left) and Wadhwani Foundation’s Gayatri Agnew (standing, left) are joined by colleagues at the adult reskilling session in Redwood City, Calif. (ED photo credit: Joe Barison)

This engagement event, “Time for the U.S. to Reskill,” brought more than 50 San Francisco Bay Area adult-education stakeholders together, with representation from local workforce, community, and advocacy organizations. The welcome by Wadhwani’s Kela, ED’s Dann-Messier, and U.S. Department of Health and Human Services’ Regional Administrator Robert Garcia described the magnitude of the low-skilled-adults challenge. The speakers emphasized how a worker’s low skill level directly affects life beyond employment, starting with a person’s health.

The format was “to put people in a room who may not typically come into a room together and convene unlikely stakeholders,” said Gayatri Agnew, Wadhwani’s program director for Race to a Job – USA.

The immediate goal, Dann-Messier said, “is a national plan to improve the foundation skills of the 36 million low-skilled adults in this country.” She explained her imperative to travel to California and to be in the room. “I need to hear what the folks are saying regionally, what the challenges are, what the solutions are, and it’s very important for me to hear all of that first-hand, and not have it filtered.”

Agnew moderated a panel comprised of adult-education stakeholders, followed by general discussion. The participants then dispersed to a half-dozen small rooms for a working lunch and creating the start of solutions. Later, during a break, participants talked about their reasons for attending the session and assessed how things were going.

“We’re trying to serve an issue here of equality, access issues, in both the field of Latinos moving up in the corporate world and in social equity,” said Luis Chavez, chairman of the board, Latino Institute on Corporate Inclusion, and a senior director for the Career Ladders Project.

Silicon Valley employers gave their perspectives as well. Kris Stadelman, director of the Nova Workforce Investment Board, said, “In education – I hear this from employers – your product is supposed to be a trained, ready, educated, prepared workforce.” In this light, she said, the day’s program was on the right track. “It was really good to start out with evidence, with the data, to really quantify what it is we’re talking about. I think the questions were all the right ones.”

This engagement session was one of five ED nationwide sessions, with others held in Philadelphia, Chicago, rural Cleveland, Miss., and the greater Boston, Mass. area. While each session is unique, Dann-Messier sees the Silicon Valley session as different from the rest. “If you’ve got 36 million folks – and federally we’re only serving two million – traditional means aren’t going to work,” she said. “We have to really make sure that we utilize technology-enabled solutions.”

Joe Barison is the director of communications and outreach for ED’s San Francisco Regional Office.

Time to Reskill: A Practitioner Engagement Event

Join the U.S. Department of Education, American Institutes for Research, and adult education advocates for a webinar on Thursday, February 13, from 1:00pm-3:00pm ET.

With the recent release of the Organization for Economic Cooperation and Development (OECD)’s Program for International Assessment of Adult Competencies, (PIAAC) demonstrating the direct relationship between skills and economic security, health, and educational advancement, there is even more urgency to address the needs of low-skilled learners and equip the teaching workforce to help such students achieve their academic and economic goals.

The Office of Vocational and Adult Education (OVAE) launched a national engagement effort on November 20 (see archived announcement) to explore ways to increase our national capacity to improve the foundation skills of adults in the United States. OVAE is particularly interested in engaging with adult educators to solicit their input into a forthcoming national action plan.

This webinar will be an opportunity to receive a briefing on the PIAAC data, the OECD’s special report on America’s low-skilled population, Time for the U.S. to Reskill?, and engage in a focused discussion about the issues facing adult education.

To prepare for the webinar, see the Consultation Paper, which provides background on the skills issue and the framework for the national action plan. The discussion will continue online in various groups within the LINCS Community of Practice.

Register here for the webinar and help us spread the word among practitioners!

CCR Standards Implementation Institute Registration Opens

Registration is now open for the College and Career Readiness (CCR) Standards Implementation Institutes. The two-day institute will be offered three times:

April 1-2, New Orleans LA

April 30-May 1, Phoenix AZ

June 4-5, Washington DC

The goal of these training institutes is to provide adult education program staff with understanding of the fundamental advances in instruction and curriculum materials specified by the CCR standards, and to offer new ways to incorporate these techniques and materials into adult education programs.

States and programs are encouraged to send a team of three to five staff, so that instructional leaders in literacy and mathematics as well as program administrators and professional development staff will benefit from the sessions. There is no fee for registration, attendance, or materials. Interested teams will be responsible only for their travel, meal, and hotel costs.