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Starts with: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

This notice from DOLETA announces the availability of technical assistance resources for states, local areas, and tribal entities developing Career Pathway systems. As part of the Department of Labor’s focus on increasing credential attainment and improving access to training opportunities for disadvantaged populations, the Employment and Training Administration (ETA) launched the Career Pathways Initiative in June 2010. This initiative offered 11 grantees (nine states and two tribal entities) training, peer to peer learning and the latest research and best practices to help create well articulated and sustainable career pathway systems. The initiative also produced a diverse collection of resources and materials for the broader workforce investment system to use in creating successful career pathways initiatives.

Jane Oates
US Department of Labor, Employment and Training Administration

The Virginia Career Pathways Initiative has taken hold in the Commonwealth. The initiative has shown results with respect to putting the framework in place to meet the changing needs of the Commonwealth's businesses and residents.

The process for developing a career pathways system in Virginia offers a window into an effective set of strategies for pursuing statewide and regional workforce development policies and practices that work. By using a career pathways framework, the Commonwealth has begun a systemic and ambitious process of alignment at the state level, and is rolling out that alignment to regions across the state.

Taking Root: The Virginia Career Pathways System provides a national context for Virginia's efforts, documents the Commonwealth's work, and suggests how Virginia's successes and lessons learned may be applied to other states.

Melissa Goldberg and Julian Alssid
Workforce Strategy Center

For nearly 15 years, the public workforce system has been governed by the Workforce Investment Act (WIA) of 1998. Designed to knit together fragmented programs established during the previous 60 years, WIA was regarded as a necessary and legitimate next step in creating a system that would “consolidate, coordinate and improve employment, training, literacy and vocational rehabilitation programs in the United States” (WIA, 1998).

The intention of this report is to start a conversation about a different question, one that is bigger and more appropriate for the times. Rather than tinkering around the edges, wondering how we can become more efficient or more productive, we want to ask something bigger and bolder: What would a 21st Century workforce system look like if we built it for today’s economy, using today’s tools and processes? More to the point, In the new economy, where and how can the public workforce system add true and targeted value?

Kathy Krepcio and Michele M. Martin
John J. Heldrich Center for Workforce Development

The Guide was developed by the Massachusetts Dept. of Adult and Secondary Education, the System for Adult Basic Education Support, and several Mass practitioners, with technical assistance from the Center for Applied Linguistics.  The Guide provides teachers with sample activities to use in their classrooms to help ESOL students develop the skills and knowledge they need to achieve their "next steps" employment, academic, or life skills goals.  This resource is NOT a list of skills, of which there are many examples, but a resource that translates those skills into interesting classroom activities.
The Guide is actually three guides, one each for Basic (SPLs 0-3), Intermediate (SPLs 4-5), and Advanced (SPL 6) ESOL learners.  The Guide developers felt strongly that even Basic Level ESOL students can practice next steps skills in the classroom.  While this resource was especially designed for ESOL learners, the activities can be easily adapted for ABE and Transitions students as well.
The Guide is available in PDF but also in Rich Text Format, so that teachers can isolate particular activities, add new ones, or amend those that are provided.  The RFT version also allows teachers to tailor listed activities for whole classes, groups of students working together, or an individual student.

The System for Adult Basic Education Support (SABES) and the Center for Applied Linguistics
Massachusetts Deptartment of Adult and Secondary Education

This guide helps practitioners serve adults who have low literacy and math levels and who want to succeed in postsecondary education. The guide highlights innovations from community colleges that participated in Breaking Through between 2005 and 2009. The practice guide has four components, each devoted to a high-leverage strategy that community colleges and other programs can adopt to increase the success rates of their low-skilled younger and older adults: accelerated learning, comprehensive support services, labor market payoffs, and aligning programs for low-skilled adults.

Jobs for the Future
Jobs for the Future

The report fleshes out the general technology recommendations made in Reach Higher, America, the final report of the National Commission on Adult Literacy. Federal and state government is the primary audience but CAAL also aims to inform private sector engagement and program and curriculum development activities.

Mary L. McCain
Council for the Advancement of Adult Literacy

In this paper, Peter Ewell and Hans L’Orange discuss the importance of Student Unit Record Systems (SUR) that contain an individual electronic record for each student. The authors outline 15 essential elements that a postsecondary data set should have to inform a complete analysis of educational pipeline issues and outcomes.

Peter Ewell and Hans L'Orange

To highlight the growing importance of business engagement in education, the National Career Pathways Network (NCPN) and the Institute for a Competitive Workforce (ICW), an affiliate of the U.S. Chamber of Commerce, have released a joint publication titled Thriving in Challenging Times: Connecting Education to Economic Development Through Career Pathways.

The publication’s title reflects an increasing awareness among American employers and business leaders of the critical role they must play in supporting successful education models in their local communities, particularly in challenging economic times.

Thriving in Challenging Times profiles 17 local and two statewide career pathways programs from across the U.S. by documenting the challenges, strategies, results, and business engagement each partnership has experienced.  Featured industry sectors range from aerospace to healthcare to nuclear energy with business involvement ranging from small businesses to multinational corporations.  Each program includes three essential elements for ensuring students are prepared for college and careers –secondary, postsecondary, and business/industry engagement components.

Institute for a Competitive Workforce and National Career Pathways Network

This report provides detailed findings on state policies and community college practice on noncredit workforce education, drawn from interviews with policymakers in all 50 states and case studies of 20 community colleges in ten states.

Michelle Van Noy, James Jacobs, Suzanne Korey, Thomas Bailey and Katherine L. Hughes
Community College Research Center, Teacher's College, Columbia University