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Adult Education For Work
 

Adult Education For Work

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Outlines agenda topics for an agency course

Outlines agenda topics for an agency course

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    Adult Education For Work Adult Education For Work Presentation Transcript

    • Adult Education for Work Schuylkill IU 29 Lifelong Learning Center May 26, 2011
    • Objectives
      • You will be able to:
      • Describe the Career Pathways system and how adult education and literacy services fit.
      • Describe at least one quality element from Focus Areas 1, 2, and 3 in the Guide to Adult Education for Work publication.
      • Identify at least two ways your instructional services can change to transform your program to “adult education for work.”
    • Introductions: Name Position Duties Students
    • “ There is a growing consensus about the need to reform our Adult Education and workforce development systems to better enable low-skilled adults, including those without high school credentials, to pursue further education and ultimately family-sustaining employment.”
    • Question 1
      • Where are your learners getting jobs?
      • Who are the major employers in your area?
    • “This effort involves stepping up service delivery to individuals who lack the fundamental literacy, English language, basic and work readiness skills they need to succeed economically.”
    • Underlying Assumptions of Adult Education for Work Page 2 of the Guide to Adult Education for Work
    • Question 2
      • Think about the jobs available to your learners. What knowledge and skills do your adult learners need to develop so they can be hired by these employers and keep their jobs?
      • Where are your learners’ skill gaps?
    • Moving Towards New Basics for Adult Education for Work Page 7 of the Guide to Adult Education for Work
    • Question 3
      • What are some ways your program services and your own instruction have changed to help your learners get and keep these jobs?
      • What are you doing differently to help learners with work-related goals succeed?
    • Why is transitioning to further education so important? Page 8 of the Guide to Adult Education for Work
    • Career Pathways System
      • What is it?
      • What components are necessary?
      • What are the characteristics of an effective career pathways system?
    • “ . . . education and training at every level would be closely aligned with jobs and industries important to local and regional economies.” “ Adults could move easily between the labor market and further education and training . . . to advance in their careers”
    • Career Pathways System Chart Page 9 of the Guide to Adult Education for Work Provide some local or regional examples.
    •  
    • Provide some local or regional examples of:
      • Non-postsecondary education and training that might lead to a technical certificate, such as through short-term workforce training programs
      • Non-degree postsecondary technical education and training with certification in occupational specialties that may or may not require admission to postsecondary credit programs (including non-credit extension programs offered by community colleges, registered apprenticeship programs, etc.)
      • Postsecondary education at the two- and four-year degree level
    • A Goal of Adult Education for Work “. . . to allow adults to progress to postsecondary education and training without extensive remediation .”
    • “ . . . to allow adults to progress to postsecondary education and training without extensive remediation .”
      • What does this mean for your current curricula and teaching strategies?
      • What does this mean for the types of services you offer and how you offer them?
      • Who do you need to work with to make this happen?
    • Key Changes to Instruction Page 11 of the Guide to Adult Education for Work
    • Strategies for Doing this Quickly Co-enrollment or dual-enrollment Integration of basic skills instruction with skills training
    • Assignment
      • Next Session:
        • June 17, 2011 10 a.m. – 12 p.m.