Strengthening Transportation Career Pathways

The article is cross-posted on the Department of Transportation Fast Lane Blog

The U.S. Departments of Transportation, Education, and Labor kicked off the week with some good news today, releasing a joint report, “Strengthening Skills Training and Career Pathways across the Transportation Industry.”

The new report details future employment hot spots in transportation by industry subsectors, occupations, career areas, and geographic areas. It also identifies good-paying, high-demand transportation jobs and analyzes patterns in the education and work experience required for entry –as well as on-the-job training requirements to help new entrants gain greater competency.

The report concludes that there will be more job opportunities in the near future due to expected growth, retirements, and turnover in the transportation industry. Each year, the U.S. Department of Transportation provides over $51 billion in surface transportation construction funding to build and maintain our Nation’s highways, bridges, and public transportation systems. For every $1 billion in transportation infrastructure investments, 13,000 jobs are projected to be created over the next decade.

But those opportunities won’t fill themselves. Employers will need to hire and train a total of 4.6 million new workers; that’s 1.2 times the current transportation workforce. As U.S. Secretary of Transportation Anthony Foxx said, “Industry and government must increase recruitment and help young people get the skills, training, and apprenticeships they need to gain entry into these careers.”

Recruiting and training new and current workers responsible for the operation, maintenance, and construction of America’s transportation infrastructure will be critical to maintaining a system that meets the economic and security needs of a growing American population.

“Ensuring that America continues to lead the way in the global economy means not only investing in the physical infrastructure that allows us to move goods and keep up with global demand, but also the skills infrastructure to support this growing workforce,” said U.S. Secretary of Labor Thomas E. Perez. “Through smart investments in apprenticeships and other work-based training programs, transportation jobs are helping millions of Americans punch their tickets to the middle class.”

While demand for transportation workers will vary by region, subsector, and occupation, these workforce changes will result in increased job opportunities for skilled and semi-skilled workers across the transportation sector.

“In today’s society, it is important that all of our students are well-equipped with the knowledge and skills to compete in a global economy,” said U.S. Secretary of Education Arne Duncan. “There are incredible opportunities for Americans in the transportation industry and the Department is fully committed to working with leaders in the industry to promote partnerships between education and workforce institutions in order to support training programs that will help our country succeed.”

Barbershops Cutting Into the Achievement Gap for #ReadWhereYouAre

This article is cross-posted from the Department of Education’s Homeroom Blog.

As we celebrate, engage and Read Where You Are today, you might see tweets, Instagram and Facebook posts already on “newsfeeds” with great photos of reading in barbershops. What you might not know, and I am proud to share, is how this all began – when the Department of Education starting chatting with barbers about how we can use all of our tools, scissors included, to cut the achievement gap. At a meeting earlier this year about the importance of summer literacy, a colleague smartly mentioned a need to engage everyone in the community. Our brainstorming left us with a long list, and a colleague specifically mentioned barbershops knowing the important role they play in communities across our country, and especially in communities of color. I immediately thought of a friend, who also happens to be a barbershop owner from Washington Heights in New York City who has made it his priority to give back to his clients, their families and the larger community. As we often do in meetings, I took my “next steps” and reached out to my friend, excited about what could be in store. My work at ED is rooted in who I am, as a student, mentor, tutor, Posse Scholar and American raised in a working class neighborhood in Brooklyn. Having grown up around beauty salons and barbershops, I know what happens there and what’s been happening since has the potential to make a very big difference. In fact, my mother is a hair stylist and has worked in the field for decades.

On June 29, thanks to some truly remarkable small-business barbershop owners, staff from the Department listened and learned with a group of over twenty barbershop owners from around the country who happened to be in Washington, D.C. for an industry event, a hair battle. Our conversation was about how to understand how barbershops can do more to help the students and kids we all care about, how barbers as individuals could be empowered, and how barbers can make a difference.

Read More

Workforce Innovation and Opportunity Act – One-Year Anniversary

Last Wednesday marked one year since the Workforce Innovation and Opportunity Act (WIOA) was signed into law by President Obama. OCTAE sent a special anniversary message to our State Directors. That message included a video from Secretaries Duncan and Perez who jointly commemorated the anniversary of WIOA’s passage. We wanted to share these messages with all of you.

Integrating Employability Skills: A Framework for All Educators

On Thursday, July 16, 2015, the College and Career Readiness and Success (CCRS) Center, in partnership with the Center on Great Teachers and Leaders (GTL) and RTI International, released Integrating Employability Skills: A Framework for All Educators. This professional learning module—a collection of customizable, train-the-trainer materials—is designed to support regional comprehensive centers, state educational agency staff, adult education programs, and state regional centers in building their knowledge and capacity to integrate and prioritize employability skills at the state and local levels.

The module includes PowerPoint slides, handouts, a sample agenda, a workbook, tools for individuals or state work groups, and a facilitator’s guide designed to accomplish the following:

  • Introduce participants to the Employability Skills Framework and its importance
  • Connect employability skills with other education initiatives
  • Provide tools and strategies to prioritize employability skills at all levels

For more information about the module and to view the CCRS Center’s guidelines for use, please visit their website here.

To learn more about the Employability Skills Framework itself, please visit its homepage.

Posted by
Olivia Wood is a summer intern for the College and Career Transitions branch of the Division of Academic and Technical Education in the U.S. Department of Education's Office of Career, Technical, and Adult Education.

Leveraging Local Partnerships to Support Immigrant Integration

June is Immigrant Heritage Month. In recognition of the work the adult education community is doing to support the diverse linguistic and cultural assets of immigrants, OCTAE is featuring the following blog by Nancy Fritz, Assistant Coordinator at the Rhode Island Family Literacy Initiative.

My journey in adult education began in 1986 when I signed up as an adult literacy volunteer with Literacy Volunteers of America. With a longstanding interest in languages and having previously taught high school civics and history, I immediately loved it and I knew I wanted to work on the field of adult education and enrolled in some graduate classes. Like many ESOL instructors, I pieced together my work through part-time positions for several adult education agencies including at a public library.  Luckily, I was able to obtain a full-time position at one agency as a teacher and then as an Education Director.

For the past 4 years, I have worked for the Rhode Island Family Literacy Initiative (RIFLI). RIFLI was founded sixteen years ago when libraries began receiving increasing requests from recent immigrants for English as a Second Language (ESL) services. The Providence Public Library (PPL) responded by implementing a family literacy program at one branch library. The program has grown significantly since then and RIFLI now provides classes in six library systems, in the public schools to the parents of children, in businesses for employees, and in our local One Stop employment center.  We offer ESL, Citizenship, Digital Literacy, Transition to College and Career, Math, and Conversation classes.  RIFLI serves approximately 300 adults per year.

Read More

Workforce Innovation Fund Grants Now Available Through the Department of Labor

The Workforce Innovation Fund (WIF), launched in 2011, supports service delivery innovation at the systems level and promotes long-term improvements in the performance of the public workforce system, including strengthening evidence based program strategies through evaluation and the scaling of best practices. The 2015 WIF application heavily encourages workforce agencies to team up with at least two of the Workforce Innovation and Opportunity Act (WIOA) core program partners from among Wagner-Peyser Employment Service; the Adult Education and Family Literacy Act Program; and the Vocational Rehabilitation Program authorized under Title I of the Rehabilitation Act of 1973. Colleagues in the federally funded adult education community should consider leveraging this application to their benefit, including developing stronger and lasting partnerships with workforce investment boards (WIBs).

Earlier this month, the Department of Labor announced the availability of $34 million for the third round of grants that will support 6-8 grantees in the amounts of $3 to $6 million with the goal of coordinating and aligning resources across the federal government and with state and local partners. Interested parties should pursue one of the following strategies:

  • Enhance strategic collaboration and coordination of workforce development programs to align services with employer needs and local economic development activities and be more effective;
  • Strengthen the quality of services to individuals and employers at American Job Centers; and
  • Promote accountability, data-driven decision-making and customer choice.

Innovation like this already exists among our stakeholders. One such example, Silicon Valley’s Alliance for Language Learners’ Integration, Education, and Success (ALLIES), was highlighted by the Department in the February 2015 report, Making Skills Everyone’s Business. ALLIES boasts three workforce boards, 10 community colleges, three adult education schools, human services agencies, employers, community-based organizations, unions, and the San Mateo Hispanic Chamber of Commerce as members of a network that uses a collective impact approach to empower immigrants in the region by helping them access the appropriate services that will connect them to and help them advance in family-sustaining careers. The current WIF application will encourage more opportunities for cross-core program partnerships such as ALLIES.

Grant applications are due by July 23, 2015. Information on applying for this grant is now available.

Interested applicants are encouraged to visit www.doleta.gov/workforce_innovation to learn more about the Workforce Innovation Fund, and to find tools and resources to support application development. A tutorial for on applying for grants is also available online.

OCTAE Acting Assistant Secretary Uvin’s Keynote Address to COABE 2015

This speech was delivered at the Commission on Adult Basic Education (COABE) conference as a keynote on April 23, 2015. It was dedicated to two individuals who have passed away this year and who made significant contributions to the field of adult education: Eugene Owens, Senior Advisor for the Assessment Division at the National Center for Education Statistics of the U.S. Department of Education; and Mary Jane Schmidt, co-founder of the Adult Numeracy Network and an Adult Numeracy Project Director at TERC.

 

Thank you, Jackie [Taylor], for that kind introduction and for all the work you and your COABE board have done to put on this conference.

Thank you for the opportunity to speak with you today.

I want to start by saying, skills matter. They matter to our:

  • Health. We know that adults with higher levels of literacy and numeracy report themselves to be in better health condition and U.S. adults with low literacy skills are four time more likely to report fair or poor health than adults with higher skills. This is twice the international average.
  • Family well-being and quality of life. What makes up quality of life? Economic security, safe neighborhoods, children’s health and achievement, trust in authorities and a sense that your voice and opinion matter? These things are all strongly correlated with adults’ skills.
  • Employment and advancement on the job.  We know that youth and adults with higher skills are more likely to be employed, to work in jobs with higher wages, and to work at jobs that allow them to exercise and extend their skills.
  • Social mobility.  Another staggering finding in the OECD Survey of Adult Skills was the strength of intergenerational lack of social mobility. In the U.S., adults with low educated parents (that is, without any postsecondary education) are 10 times more likely to have low skills than adults with at least one college-educated parent. This relationship eases somewhat for younger cohorts, but it is still stronger here than in our competitive countries.

You know these facts. I know these facts. Our adult education colleagues know these facts. What is not clear is if our neighbors, employers, elected officials, and many adults with low skills know these facts. And, they ought to.

I’m not going to share a lot of data with you today except to say when the OECD Survey of Adult Skills was released in Oct 2013, the findings were stunning. 36 million of our fellow Americans struggle with literacy skills, 48 million struggle with numeracy skills, and an even larger number struggle with the technology skills needed to solve every day work-like problems. We’ve spoken about these findings for a year and a half, sounding the alarm that it is “time for the U.S. to reskill” and upskill.

What I’d like to talk about today is how we can do what is necessary to make significant, lasting changes in the skills profile of this country that are evident to all now and in the long run.

Don’t mistake me for Don Quixote de la Mancha with an impossible dream. I know that our efforts in adult education and literacy alone cannot address the vastness of the challenge. I also know that the efforts by our partners in health and human services and workforce development help a lot but those efforts, too, are simply not enough.

I may be eternally optimistic and express big dreams, but I am also a realist. I know that we need to tell the story in a compelling and transformative manner and that we need friends and partners in this quest. Lots and lots of friends.

We need to reframe the narrative, seek new and unlikely partners, and find fresh solutions. The current narrative does not match the severity and magnitude of the skills challenge. Skeptics have pointed at prior reports, data, and efforts and say this time can’t or won’t be different.

Read More

WIOA: A Vision to Revitalize the Workforce System

Reminder: Public comments are being accepted on the 5 proposed notices of rulemaking until June 15, 2015. See the announcement with docket numbers, an FAQ document, a recorded statement by Acting Assistant Secretary Uvin, and a recorded webinar on entering comments.

The Workforce Innovation and Opportunity Act (WIOA) aims to increase access to and opportunities for employment, education, training, and support services, particularly for individuals with the greatest barriers to employment. WIOA, which marks the most significant change to the Federal adult education, vocational rehabilitation, and workforce development systems in more than a decade, promotes stronger alignment of workforce, education, vocational rehabilitation, and other human services systems in order to improve the structure and delivery of services to individuals, including adults and youth with disabilities and others who face barriers to employment.

While the Departments of Labor, Education, and Health and Human Services have always strived to create and expand access to education, training, and employment opportunities for the millions of youth and adults who seek services through their programs, WIOA modernizes and streamlines the workforce development system to offer holistic, wrap around services to support gainful employment in the competitive integrated labor market. WIOA also supports innovative strategies to keep pace with changing economic conditions and calls for improved collaboration among agencies, not just at the State and local levels, but also at the Federal level.

The successful implementation of WIOA will require States and local areas to establish strong partnerships with core programs and other partners in the community, including local educational agencies, in order to successfully serve program participants, workers, and learners. WIOA’s unified and combined state planning provisions support this coordination by requiring a four-year strategy based on an analysis of workforce, employment and unemployment data, labor market trends, and the educational and skills level of a State’s workforce. The strategic planning process will help States align education, employers, and the public workforce system for efficient and effective use of resources. This coordinated planning will also ensure that programs and services are responsive to employer, business, and regional and community needs.

Read More

Upskill America: More Education and Training for Front-line Workers

YouTube video of Vice President Speaking at Upskill

Remarks by Vice President Biden at the March 24, 2015 Upskill Summit.

On April 24, the White House convened nearly 200 employers, labor leaders, foundations, non-profits, educators, workforce leaders and technologists who are answering the President’s call to action to join his Upskill Initiative, a new campaign to help workers of all ages and backgrounds earn a shot at better, higher-paying jobs. The Upskill Initiative is a public-private effort to create clear pathways for the over 20 million workers in front-line jobs who may too often lack the skills or opportunity to progress into higher-paying jobs, and realize their full potential.

Since the President’s call to action in January, the Upskill Initiative has already made significant progress with an initial set of partners and resources already on board:

  • Over 100 leading employers – representing more than 5 million workers – and 30 national and local labor unions answering the President’s call to action
  • Coalition of 10 national business networks partnering together to form Upskill America
  • New tools and resources for workers and employers

Last week’s White House Summit is just the beginning for the Upskill campaign. As the President and Vice President have highlighted, the Initiative’s success will require much more: Employers and labor leaders, philanthropists and tech innovators, educators and workforce leaders, and more committed to unlocking the potential of every American worker.

What is adult education’s role in the Upskill Initiative?

Read More

Making Skills Everyone’s Business: Report Launch

OCTAE Announces the Release of Making Skills Everyone’s Business: A Call to Transform Adult Learning in the United States

UPDATE: See an Ed.gov Homeroom blog post by Undersecretary Ted Mitchell and Acting Assistant Secretary Johan Uvin about The Importance of Transforming Adult Learning.

Data from the OECD Program for the International Assessment of Adult Competencies’ Survey of Adult Skills, which tested adult skills in literacy, numeracy, and problem solving in technology-rich environments, found that 36 million Americans have low literacy skills, nearly 24 million of whom are part of the workforce. In addition, nearly 46 million Americans struggle with numeracy. These skills issues have significant negative impacts on individuals, their families, and their communities. In contrast, higher skills are linked to improved economic and social outcomes, such as better employment, earnings, and health; social mobility; and greater civic engagement. To address the need to connect so many Americans with learning opportunities, OCTAE has released the report Making Skills Everyone’s Business: A Call to Transform Adult Learning in the United States.

See the recorded video announcement about the report from Acting Assistant Secretary Johan E. Uvin.

Opening image of Uvin Video Message

Recorded Video Message by Johan E. Uvin

Grounded in evidence and informed by effective and emerging practices, Making Skills Everyone’s Business offers seven strategies that hold great promise for improving the conditions that create and perpetuate poor literacy, numeracy, and problem solving. These strategies do not distinguish between public and private obligation, nor do they compartmentalize actions at the federal, state, regional, tribal, or local levels. Instead, they are based on the principle of shared responsibility and acknowledge that America’s skills challenge is too large to address by any stakeholder group independently.

Many OCTAE stakeholders contributed to the development of this report through attending engagement events or hosting roundtables on adult skills in their own communities. OCTAE greatly appreciates all of the input we received and the ongoing commitment to excellent services for youth and adult students.

Please spread the word about this new report by forwarding the link and accompanying video to your community stakeholders. Together, we can empower teachers, tutors, workforce development specialists, librarians, and other practitioners serving adult learners to develop collective strategies that provide all U.S. adults the opportunity to improve their foundation skills and access middle-class careers.

This report is just one of OCTAE’s ongoing efforts to promote adult learning. For continually updated news about our work, visit OCTAE Connection, the OCTAE blog, and the www.ed.gov/AEFLA page.