This document proposes strategies for the Alabama Community College System to address workforce development needs and meet the state's 1:2:7 Imperative. The 1:2:7 Imperative refers to projections that 10 future jobs will have a ratio of 1 requiring a postgraduate degree, 2 requiring a bachelor's degree, and 7 requiring an associate's degree, certificate, or credential. The document recommends that ACCS (1) cultivate partnerships using a "supply chain" approach to align education and training with employer needs, (2) create "highways to completion" through clearly defined career pathways and student support services to increase credential and degree attainment, and (3) make data-informed decisions by implementing a longitudinal data system to
The document proposes reforms to the Carl D. Perkins Career and Technical Education Act to transform career and technical education (CTE) programs. The reforms are guided by four principles: 1) alignment of CTE programs with labor market needs, 2) collaboration among secondary/postsecondary institutions and employers, 3) accountability for improved student outcomes, and 4) innovation supported by systemic state reforms. Key proposals include requiring states to identify in-demand jobs to guide CTE programs, funding consortia to increase collaboration, using competitions to distribute funds, implementing common performance definitions, and establishing an innovation fund. The goal is to improve CTE programs and better prepare students for careers or further education.
This document provides an overview of veterans' employment in the United States. It discusses the high unemployment rate of post-9/11 veterans and how their military training makes them well-qualified for civilian jobs. While some large companies have successful veterans' hiring programs, smaller businesses are less active in recruiting veterans. Both government agencies and companies can benefit from veterans' skills and experience. The document provides guidance on establishing effective veterans' employment programs.
This document summarizes research on Michigan's workforce strengths and challenges. It finds that in the short term, Michigan is producing graduates with the right education but some lack experience/skills employers need. In the long run, Michigan faces challenges producing enough educated talent due to slow population growth and low educational attainment levels. Certain high-demand, high-wage jobs may experience under- or over-supply of graduates depending on economic conditions and number of graduates in associated fields.
The document provides an analysis of demographic and economic data for the Central Arkansas Workforce Development Area to help align workforce training programs with in-demand industries. Key findings include:
- The population of the area grew 10% from 2006-2014, though growth was not uniform across counties. Monroe and Prairie counties saw population declines.
- Personal income per capita varies significantly between counties, from $33,350 in Faulkner County to $33,892 in Prairie County.
- The primary workforce ages 20-64 makes up 78% of the total population of 536,730. However, only 334,627 were in the labor force in 2014, with an unemployment rate of 5.7
LEVERAGE: Aligning Job Placement with Job CreationKira Livingston
Leverage provides an in-depth economic analysis of the Central Arkansas Planning and Development District's six County service area. Focusing on the attributes and patterns of the workforce, it provides a forward look at Central Arkansas's most valuable resource, it's labor force. Next Leverage conducts an in-depth cluster analysis, identifying seven core sectors within the region. The heart of Leverage is the alignment of training programs to these seven core clusters, removing training programs which were previously available through WIOA funding and that are not conducive with sustainable employment in the region. The Central Arkansas Workforce Development Board adopted leverage in September of 2016, benefiting employers by developing a talent pipeline of job seekers with the skills needed for companies in the region to thrive. Leverage also benefits WIOA participants, regardless of the training program the participant chooses, they will fall within one of the seven in demand sectors. Leverage is the catalytic step towards data-driven decision making in the region.
This document discusses opportunities for upskilling North Carolina's existing workforce, particularly the hundreds of thousands of "non-completers" who have some postsecondary experience but no credentials. It notes that 905,000 NC residents are non-completers, and targeting this group could help address employer challenges in finding workers and individual challenges in career mobility. The document explores how NC's workforce and education systems can better connect non-completers to opportunities to complete their degrees or certificates through strategies like part-way home programs, work-based learning, and credentialing military experience.
Article upgrade yourself or stay unemployedBogdan Negru
Academic paper on the connections between the skills gap and rising unemployment among young people. A study carried out in Romania confirming Consulting Firm McKinsey's global study.
The document proposes reforms to the Carl D. Perkins Career and Technical Education Act to transform career and technical education (CTE) programs. The reforms are guided by four principles: 1) alignment of CTE programs with labor market needs, 2) collaboration among secondary/postsecondary institutions and employers, 3) accountability for improved student outcomes, and 4) innovation supported by systemic state reforms. Key proposals include requiring states to identify in-demand jobs to guide CTE programs, funding consortia to increase collaboration, using competitions to distribute funds, implementing common performance definitions, and establishing an innovation fund. The goal is to improve CTE programs and better prepare students for careers or further education.
This document provides an overview of veterans' employment in the United States. It discusses the high unemployment rate of post-9/11 veterans and how their military training makes them well-qualified for civilian jobs. While some large companies have successful veterans' hiring programs, smaller businesses are less active in recruiting veterans. Both government agencies and companies can benefit from veterans' skills and experience. The document provides guidance on establishing effective veterans' employment programs.
This document summarizes research on Michigan's workforce strengths and challenges. It finds that in the short term, Michigan is producing graduates with the right education but some lack experience/skills employers need. In the long run, Michigan faces challenges producing enough educated talent due to slow population growth and low educational attainment levels. Certain high-demand, high-wage jobs may experience under- or over-supply of graduates depending on economic conditions and number of graduates in associated fields.
The document provides an analysis of demographic and economic data for the Central Arkansas Workforce Development Area to help align workforce training programs with in-demand industries. Key findings include:
- The population of the area grew 10% from 2006-2014, though growth was not uniform across counties. Monroe and Prairie counties saw population declines.
- Personal income per capita varies significantly between counties, from $33,350 in Faulkner County to $33,892 in Prairie County.
- The primary workforce ages 20-64 makes up 78% of the total population of 536,730. However, only 334,627 were in the labor force in 2014, with an unemployment rate of 5.7
LEVERAGE: Aligning Job Placement with Job CreationKira Livingston
Leverage provides an in-depth economic analysis of the Central Arkansas Planning and Development District's six County service area. Focusing on the attributes and patterns of the workforce, it provides a forward look at Central Arkansas's most valuable resource, it's labor force. Next Leverage conducts an in-depth cluster analysis, identifying seven core sectors within the region. The heart of Leverage is the alignment of training programs to these seven core clusters, removing training programs which were previously available through WIOA funding and that are not conducive with sustainable employment in the region. The Central Arkansas Workforce Development Board adopted leverage in September of 2016, benefiting employers by developing a talent pipeline of job seekers with the skills needed for companies in the region to thrive. Leverage also benefits WIOA participants, regardless of the training program the participant chooses, they will fall within one of the seven in demand sectors. Leverage is the catalytic step towards data-driven decision making in the region.
This document discusses opportunities for upskilling North Carolina's existing workforce, particularly the hundreds of thousands of "non-completers" who have some postsecondary experience but no credentials. It notes that 905,000 NC residents are non-completers, and targeting this group could help address employer challenges in finding workers and individual challenges in career mobility. The document explores how NC's workforce and education systems can better connect non-completers to opportunities to complete their degrees or certificates through strategies like part-way home programs, work-based learning, and credentialing military experience.
Article upgrade yourself or stay unemployedBogdan Negru
Academic paper on the connections between the skills gap and rising unemployment among young people. A study carried out in Romania confirming Consulting Firm McKinsey's global study.
California Career Pathways Trust Application Workshop 2014 - CA Dept of EdRPM Consulting
The document provides information about California's Career Pathways Trust program, which will provide $250 million in grants to develop career pathways programs in high-need industries. Eligible applicants include school districts, charter schools, county offices of education, and community college districts. The purpose is to build partnerships between education and businesses to create integrated academic and career-based programs aligned with regional economic needs. Successful proposals will establish new partnerships, develop standards-aligned career-focused curricula, and provide pathways to postsecondary education in high-wage fields. Grants will be awarded on a competitive basis, with funding distributed over three years and annual reporting required on outcomes.
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
Signaling value of Skills Education and Hands-on Jobsvaluvox
India ranks among the lowest in percentage of students enrolled for Skills Education. To get some perspective China has about 10 times, and Germany 14 times the percentage of students undergoing vocational training every year.
In the 15-29 year age group, among those in the hands-on labourforce, only 2% would have been formally trained and 8% acquire skills on the job. And of those that receive formal training only 3% secure employment. The starkness of the picture is apparent when one considers the numbers at hand – 12.8 million people entering the workforce every year.
The cost of an ill-trained workforce? Poor productivity. Despite appreciable improvements, workforce productivity for India is amongst the lowest, not just in the world but within Asia as well. The demand-supply mismatch – in terms of the inability of education to be able to feed employable skills into employment – is grave.
This document provides an overview and outlook on careers and jobs in demand for 2019 and beyond. It discusses forecasts for strong hiring and job growth from organizations like Manpower. It also notes the need for governments to better align education with current and future job needs. The document then provides an agenda outlining topics to be covered, including GDP and economic outlooks, discussions of middle class issues, job vacancy statistics, employment data, and lists of in-demand careers for both the United States and Canada. Risk factors for economies like taxation, government spending, consumer demand and business investment are also mentioned.
The document discusses postsecondary attainment goals that have been set by 41 states. It provides an overview of key aspects of state goals, including:
- Age ranges targeted (most focus on 25-64 but some focus only on younger adults)
- Credential definitions (some include certificates while others only include degrees)
- Timelines for achievement (which vary widely from 5 to 21 years)
- Levels of targeted growth in attainment (which average around 18 percentage points)
It also summarizes Tennessee's approach, which includes a coordinated statewide effort through alignment between K-12, higher education, and the governor's office to boost attainment through initiatives like Tennessee Promise for free community college.
This document is Frank Paolino's resume, which includes:
- A summary of his skills in architectural design, CAD programs, modeling, and graphic design programs.
- His contact information and education background from Miami University where he studied architecture.
- Descriptions of his work experience including internships with architectural firms and volunteer work with habitat for humanity.
- A portfolio section that provides brief summaries and images from 7 of his architectural design projects.
This document is a curriculum vitae for Pratipalak Rajendra Dubey. It outlines his educational qualifications including a diploma in mechanical engineering and ongoing studies for a B.Tech in mechanical engineering. It also details his work experience in mechanical and maintenance roles in the shipping and offshore oil and gas industries, working on vessels, rigs, and platforms. His experience includes equipment maintenance, overhauling engines and pumps, fabrication, and serving as a project manager.
The document discusses how emerging digital technologies will enable new operational capabilities to help manufacturers adapt to changes in the industry. Key points:
1) Additive manufacturing/3D printing and collaborative technologies can transform product design and manufacturing by reducing costs and time.
2) Technologies like augmented reality can simplify maintenance and service delivery by providing procedural guidance to technicians.
3) While new technologies enable opportunities, success requires a holistic view across the entire value chain and aligning technology goals with organizational vision.
The document outlines the classification and characteristics of medically important parasites. It discusses the classification of parasites into helminths (trematodes, cestodes, nematodes) and protozoa. For each type of parasite, it describes morphological features, life cycles, important stages, habitats, and modes of infection. The objectives are to differentiate parasite types based on these characteristics and list examples of medically significant parasites.
VisualSim Architect is graphical modeling software that allows engineers to model systems, evaluate performance through simulations, and validate software. Key features include a large library of reusable components, graphical model construction, and simulation of models to analyze metrics like latency, power consumption, and reliability. The software helps optimize system specification and design by providing feedback on simulations earlier in the design process.
Khalid Mohamed Mahmud is seeking a position as a Legal Advisor. He has over 15 years of experience working in legal roles for various companies in Saudi Arabia. He holds several diplomas and degrees related to law and has strong skills in legal research, drafting contracts and agreements, and providing legal counsel. He is proficient in both English and Arabic and has experience advising on a wide range of legal issues including commercial law, labor law, and arbitration.
El documento presenta los resultados de 5 estudiantes en sus trabajos prácticos, exámenes y promedio final. Dos estudiantes aprobaron con promedios de 7.0 y 7.7, mientras que dos reprobaron con 4.7 y 5.3. El documento carece de información para los estudiantes en las filas 6-10.
Memo to Massachusetts is the cover story in our latest Vision Project Report, "Degrees of Urgency: Why Massachusetts Needs More College Graduates Now." It describes the current climate of Massachusetts public higher education, and the perfect storm of factors facing the state-- our economy's need for more college graduates, projected declines in the number of high school graduates, and the cumulative impact of historic underfunding of public higher education.
Learn more at www.mass.edu/visionproject
California's Educational System: A Failing Grade?Geneva Mae Lewis
Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
The document discusses a multi-year initiative by the Council for Professional Recognition to collaborate with 9 states and Puerto Rico to strengthen the early childhood education workforce by expanding opportunities for the Child Development Associate credential and increasing partnerships between state agencies and higher education institutions. Preliminary findings show increases in CDAs awarded, new professional development specialists, and higher education partnerships in the first year of the initiative.
Workforce development in Ohio faces several challenges: a skills gap where employers cannot find qualified workers; a less educated workforce than other states; and declining rates of students completing high school and being ready for college or careers. Solutions proposed include increasing adult education and industry-recognized credentials to boost the skills of the current workforce, improving early childhood education to better prepare students for future success, and aligning education and training with the needs of employers. Investing in early childhood education is emphasized as having a high return on investment for developing talent.
The document provides attainment and workforce data for Columbus County, NC. It summarizes that as of 2020:
- Columbus County has a population of around 56,000 people and its goal is to increase educational attainment among residents.
- Currently, 17% of residents have less than a high school diploma. To meet state goals, over 1,000 more K-12 students need to score proficient in reading and over 1,800 more need to do so in math.
- Only 48% of high school seniors complete the FAFSA. The document identifies opportunities to increase postsecondary completion rates, FAFSA completion, and reduce disconnected youth.
California Career Pathways Trust Application Workshop 2014 - CA Dept of EdRPM Consulting
The document provides information about California's Career Pathways Trust program, which will provide $250 million in grants to develop career pathways programs in high-need industries. Eligible applicants include school districts, charter schools, county offices of education, and community college districts. The purpose is to build partnerships between education and businesses to create integrated academic and career-based programs aligned with regional economic needs. Successful proposals will establish new partnerships, develop standards-aligned career-focused curricula, and provide pathways to postsecondary education in high-wage fields. Grants will be awarded on a competitive basis, with funding distributed over three years and annual reporting required on outcomes.
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
Signaling value of Skills Education and Hands-on Jobsvaluvox
India ranks among the lowest in percentage of students enrolled for Skills Education. To get some perspective China has about 10 times, and Germany 14 times the percentage of students undergoing vocational training every year.
In the 15-29 year age group, among those in the hands-on labourforce, only 2% would have been formally trained and 8% acquire skills on the job. And of those that receive formal training only 3% secure employment. The starkness of the picture is apparent when one considers the numbers at hand – 12.8 million people entering the workforce every year.
The cost of an ill-trained workforce? Poor productivity. Despite appreciable improvements, workforce productivity for India is amongst the lowest, not just in the world but within Asia as well. The demand-supply mismatch – in terms of the inability of education to be able to feed employable skills into employment – is grave.
This document provides an overview and outlook on careers and jobs in demand for 2019 and beyond. It discusses forecasts for strong hiring and job growth from organizations like Manpower. It also notes the need for governments to better align education with current and future job needs. The document then provides an agenda outlining topics to be covered, including GDP and economic outlooks, discussions of middle class issues, job vacancy statistics, employment data, and lists of in-demand careers for both the United States and Canada. Risk factors for economies like taxation, government spending, consumer demand and business investment are also mentioned.
The document discusses postsecondary attainment goals that have been set by 41 states. It provides an overview of key aspects of state goals, including:
- Age ranges targeted (most focus on 25-64 but some focus only on younger adults)
- Credential definitions (some include certificates while others only include degrees)
- Timelines for achievement (which vary widely from 5 to 21 years)
- Levels of targeted growth in attainment (which average around 18 percentage points)
It also summarizes Tennessee's approach, which includes a coordinated statewide effort through alignment between K-12, higher education, and the governor's office to boost attainment through initiatives like Tennessee Promise for free community college.
This document is Frank Paolino's resume, which includes:
- A summary of his skills in architectural design, CAD programs, modeling, and graphic design programs.
- His contact information and education background from Miami University where he studied architecture.
- Descriptions of his work experience including internships with architectural firms and volunteer work with habitat for humanity.
- A portfolio section that provides brief summaries and images from 7 of his architectural design projects.
This document is a curriculum vitae for Pratipalak Rajendra Dubey. It outlines his educational qualifications including a diploma in mechanical engineering and ongoing studies for a B.Tech in mechanical engineering. It also details his work experience in mechanical and maintenance roles in the shipping and offshore oil and gas industries, working on vessels, rigs, and platforms. His experience includes equipment maintenance, overhauling engines and pumps, fabrication, and serving as a project manager.
The document discusses how emerging digital technologies will enable new operational capabilities to help manufacturers adapt to changes in the industry. Key points:
1) Additive manufacturing/3D printing and collaborative technologies can transform product design and manufacturing by reducing costs and time.
2) Technologies like augmented reality can simplify maintenance and service delivery by providing procedural guidance to technicians.
3) While new technologies enable opportunities, success requires a holistic view across the entire value chain and aligning technology goals with organizational vision.
The document outlines the classification and characteristics of medically important parasites. It discusses the classification of parasites into helminths (trematodes, cestodes, nematodes) and protozoa. For each type of parasite, it describes morphological features, life cycles, important stages, habitats, and modes of infection. The objectives are to differentiate parasite types based on these characteristics and list examples of medically significant parasites.
VisualSim Architect is graphical modeling software that allows engineers to model systems, evaluate performance through simulations, and validate software. Key features include a large library of reusable components, graphical model construction, and simulation of models to analyze metrics like latency, power consumption, and reliability. The software helps optimize system specification and design by providing feedback on simulations earlier in the design process.
Khalid Mohamed Mahmud is seeking a position as a Legal Advisor. He has over 15 years of experience working in legal roles for various companies in Saudi Arabia. He holds several diplomas and degrees related to law and has strong skills in legal research, drafting contracts and agreements, and providing legal counsel. He is proficient in both English and Arabic and has experience advising on a wide range of legal issues including commercial law, labor law, and arbitration.
El documento presenta los resultados de 5 estudiantes en sus trabajos prácticos, exámenes y promedio final. Dos estudiantes aprobaron con promedios de 7.0 y 7.7, mientras que dos reprobaron con 4.7 y 5.3. El documento carece de información para los estudiantes en las filas 6-10.
Memo to Massachusetts is the cover story in our latest Vision Project Report, "Degrees of Urgency: Why Massachusetts Needs More College Graduates Now." It describes the current climate of Massachusetts public higher education, and the perfect storm of factors facing the state-- our economy's need for more college graduates, projected declines in the number of high school graduates, and the cumulative impact of historic underfunding of public higher education.
Learn more at www.mass.edu/visionproject
California's Educational System: A Failing Grade?Geneva Mae Lewis
Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
The document discusses a multi-year initiative by the Council for Professional Recognition to collaborate with 9 states and Puerto Rico to strengthen the early childhood education workforce by expanding opportunities for the Child Development Associate credential and increasing partnerships between state agencies and higher education institutions. Preliminary findings show increases in CDAs awarded, new professional development specialists, and higher education partnerships in the first year of the initiative.
Workforce development in Ohio faces several challenges: a skills gap where employers cannot find qualified workers; a less educated workforce than other states; and declining rates of students completing high school and being ready for college or careers. Solutions proposed include increasing adult education and industry-recognized credentials to boost the skills of the current workforce, improving early childhood education to better prepare students for future success, and aligning education and training with the needs of employers. Investing in early childhood education is emphasized as having a high return on investment for developing talent.
The document provides attainment and workforce data for Columbus County, NC. It summarizes that as of 2020:
- Columbus County has a population of around 56,000 people and its goal is to increase educational attainment among residents.
- Currently, 17% of residents have less than a high school diploma. To meet state goals, over 1,000 more K-12 students need to score proficient in reading and over 1,800 more need to do so in math.
- Only 48% of high school seniors complete the FAFSA. The document identifies opportunities to increase postsecondary completion rates, FAFSA completion, and reduce disconnected youth.
This report examines policy alternatives to improve career and technical education in Virginia. It finds that many high school graduates face underemployment or unemployment due to lack of skills. The report evaluates 3 options: maintaining the status quo of decentralized career education, integrating career classes into high schools, or partnering high schools with community colleges to offer career training. It concludes that partnering with community colleges warrants further cost-benefit analysis and could effectively train students for in-demand jobs.
The document discusses a national skills training program called BACK TO WORK 50+ that helps unemployed workers aged 50 and older reenter the workforce. It describes how the program provides training, coaching on resume writing and interview skills, and connects participants with potential employers through job fairs. One participant, Lowanda Spigner, was unemployed for 15 years but found a job as a program specialist after completing the four-week training program at Moraine Valley Community College. The program aims to rebuild confidence and skills of older workers struggling in today's competitive job market.
The document discusses a project between community colleges and Walmart Foundation to help move low-income individuals into middle-skill jobs. It provides an overview of the project goals, outcomes, and individual college programs. The key points are:
1) The project aimed to provide training and credentials to low-income individuals to obtain middle-skill jobs and close the gap between education levels and available jobs.
2) Across 12 community colleges, the project exceeded its goals by serving nearly 13,000 individuals, awarding over 6,800 credentials, and placing over 2,200 individuals in middle-skill jobs.
3) Individual college programs varied but focused on providing education, training, job readiness support, and partnerships with
The document discusses the Strong Workforce Task Force, which was created to recommend policies and practices to: 1) prepare students for high-value jobs that exist in California, 2) attract high-value jobs to California regions, 3) create jobs through workforce training, and 4) finance initiatives through state and federal resources. The task force aims to increase economic competitiveness by providing skills training that matches employer needs. It notes California will need 1 million more individuals with certificates or degrees by 2025 to meet job demand, and that "some college" is becoming the new minimum entry requirement for many jobs.
This document discusses the growing focus on and importance of career and technical education (CTE) from a variety of sources. It notes that while about one-third of Americans graduate from college, better preparation is needed for the other two-thirds for middle-skill jobs. It also highlights that CTE programs have been shown to improve student outcomes like graduation rates and skills in STEM and AP classes compared to students not in such programs. The document advocates for high-quality CTE programs that integrate academics with technical and employability skills through project-based and work-based learning.
Twenty-four high school seniors from the Oakland area are set to graduate from the Economic Equity and Financial Education Program this Saturday, February 10th. The program, hosted at the Haas School of Business, University of California, Berkeley, offers advanced financial education and is funded by Pacific Gas and Electric Company (PG&E) and The PG&E Corporation Foundation (PG&E Foundation).
A recent report by myFutureNC sheds light on North Carolina's urgent need for more individuals with degrees or certificates to match the growing demand for skilled labor. Despite improvements, the state faces challenges in aligning educational attainment with workforce requirements.
The Board of Education approved Bob Davis, principal of Ka'ala Elementary, to become the new complex area superintendent for the Leilehua-Mililani-Waialua region, replacing the retiring John Brummel. Davis is praised as a tremendous leader who improved student outcomes at Ka'ala Elementary and cares about student well-being. Anne Marie Puglisi was also named the new director of the Civil Rights Compliance Office, bringing experience in employment and labor law.
Warren County myFutureNC county profileNation Hahn
Warren County is working towards educational attainment goals for North Carolina. It has lower rates of students achieving college and career readiness in elementary and middle school compared to state goals. Fewer high school students take Advanced Placement courses or participate in programs that provide college credit. Fewer county residents have bachelor's degrees or higher compared to peer counties. The county can improve by addressing low performing schools, increasing postsecondary completion rates, and reducing chronic absenteeism.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
This document discusses the changing landscape of career readiness and education. It provides the following key points:
1) A high school diploma is no longer sufficient - nearly 60% of today's workforce has some level of post-secondary education compared to only 28% in 1973.
2) However, college completion rates in the U.S. are low, with only 40% of 27-year olds having an associate's degree or higher.
3) Several state initiatives are highlighted that aim to address skills gaps and link education more directly to local economic demands through career readiness programs and apprenticeships.
4) WIN Learning provides a personalized career readiness system to help administrators and students assess skills and develop
This document proposes a Committed College Coaches program to improve the college-going culture in Lucas County, Ohio. Currently, less than 14% of residents have a bachelor's degree. The program would assign college coaches to work with students from 5th grade through their sophomore year of college, providing mentorship and guidance through the college application and enrollment process. Coaches would help students explore career interests and see college as attainable. If implemented, the program aims to increase the rate of residents with college degrees and support economic development in the county.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Survey Results and Report- Hawaii State High School College CounselorsMichael Weddington
This document summarizes the results of a survey given to Hawaii high school college counselors. It provides context about the importance of increasing college attainment rates in the US and Hawaii to meet future workforce needs. It acknowledges the counselors who participated in the survey and discusses challenges around rising college costs, skills gaps, and dropout rates. Data is presented on shifts from goods-producing to service-providing jobs that require postsecondary education. The document also outlines projections that by 2020, 68% of Hawaii jobs will require a college degree or certificate, but currently only 41% of Hawaii adults have an associate's degree or higher.
Frank F. Britt, CEO Penn Foster, addresses the nation's mega trends that is changing the face of education as we know it at the 2013 ASU/GSV Summit in Scottsdale, AZ.
1. The Alabama Community College System’s
21st Century Workforce Initiative
Providing
Better Jobs for Citizens
Better Workers for Businesses
Better Economic Development for Alabama
2. February 2, 2016
TO: Friends of the Alabama Community College System
Alabama’s economic development is dependent on the credentialing and education of Alabama’s workforce. We must aggressively
help our workforce acquire the skills employers seek in order to expand and diversify the state’s economy. Fortunately, Alabama has a
workforce development network with highly-engaged stakeholders committed to meeting these challenges.
The Alabama Community College System is a critical component in the state’s workforce development engine. It provides citizens an
excellent opportunity to obtain education, degrees, and certificates leading to future employment at any level. We must continue to
emphasize and expand the transfer function of our colleges and assist our students in acquiring baccalaureate and advanced degrees.
However, the largest projected job increase will be in middle-skills jobs, defined as those positions requiring training and credentials
beyond high school. As the skill level and education attainment requirements for fast-growing, high-demand middle-skills jobs rise,
strategies must be implemented now to meet the demands of the future labor force.
The 1:2:7 Imperative addresses the role Alabama community colleges play in preparing the workforce so critical to the state’s economy.
This proposal provides data-supported recommendations and specific strategies designed to address workforce development needs. The
Alabama Community College System stands ready to collaborate with the state political and business leaders to meet the challenges of
providing better jobs for its citizens, better workers for its businesses, and improved economic development for the state.
Sincerely,
Mark A. Heinrich, Ph.D.
Chancellor
2
3. This proposal addresses the increasing community college challenge of providing opportunities
and support for the “seven” students in the ratio who must graduate high school or obtain
equivalency diplomas and subsequently acquire education and training leading to employment
in high-growth, high-demand occupations. The goal of the ACCS is for regional institutions to
create a highway with multiple access points to provide educated, skilled workers reflecting
the needs of regional businesses, thus improving both the local and state economy.
TABLE OF CONTENTS
1:2:7
RATIOof the 21st Century Workplace
Associate Degree or Industry-Recognized
Certification Holders
1 Graduate Degree Holder
2 Bachelor Degree Holders
7
4 9
5 10
6 11
7
8
3
4. Community colleges in the United States provide access to higher education for more than 12 million students each year,
representing nearly half of the nation’s undergraduates. Similarly, the Alabama Community College System (ACCS) annually
provides an entry to postsecondary education for around 150,000 students including credit, non-credit, and adult basic
education. In 2013, Alabama’s open-door, community-based institutions commemorated the Golden Anniversary of admirably
serving the state. As the successful past is celebrated, the focus is on examining the future as the ACCS is poised to play an
even more vital role in the social and economic upward mobility of Alabama’s citizens as well as the economic development of
the state as a whole.
In order to meet the challenges of this expanding role, it is imperative that the ACCS colleges provide even more of Alabama’s
populace with the education and training to meet the skills demanded of the new and restructured jobs of the 21st century.
Projections show an increasing number of those occupations, also known as middle-skill jobs, require a high school education
coupled with some level of postsecondary training in career and technical education programs rather than a baccalaureate or
advanced degree.
One such projection put forth by Dr. Kenneth Gray, Professor Emeritus of Workforce Education and Development at
Pennsylvania State University, suggests that future jobs will have a consistent 1:2:7 ratio. That is, out of every 10 projected
future occupations, one will require a postgraduate degree, two will require a bachelor’s degree, and seven will require a
certificate, credential, and/or an associate’s degree. Community colleges play a crucial role in filling all 10 of those future jobs.
Many students in Alabama begin their journey to baccalaureate and graduate degrees through excellent academic transfer
programs offered by community colleges. The ACCS will continue to provide vital pathways and student-centric services to
facilitate success for students destined to fill the positions of the “one” and the “two” in the ratio.
This proposal addresses the increasing community college challenge of providing opportunities and support for the “seven”
students in the ratio who must graduate high school or obtain equivalency diplomas and subsequently acquire education and
training leading to employment in high-growth, high-demand occupations. The goal of the ACCS is for regional institutions to
create a highway with multiple access points to provide educated, skilled workers reflecting the needs of regional businesses,
thus improving both the local and state economy.
In order to accomplish this critical goal, the Alabama Community College System will implement strategies to meet the
workforce challenges head on, providing better jobs for its citizens, better workers for its businesses, and better economic
development for the state.
That is the state of Alabama and the Alabama Community College System’s 1:2:7 Imperative.
EXECUTIVE SUMMARY
4
5. There is an increased focus in both the nation and the state on middle-skill jobs.
According to the National Skills Coalition Report, America’s Forgotten Middle-Skill Jobs:
Education and Training Requirements in the Next Decade and Beyond, approximately 54
percent of jobs in the United States can be classified as middle-skill, making it the largest segment of the current United States
job market. It is further estimated that nationally, nearly half of future job openings will require training and education beyond high
school. Currently, however, only 44 percent of employees have the necessary training, leaving many jobs unfilled. Coupled with
projected growth in industries such as healthcare, automotive, and transportation, which rely heavily on middle-skilled workers, the
need for increased focus and support is clear.
In Alabama, the deficit is even wider. The previously-referenced report by the National Skills Coalition estimates that 60
percent of Alabama jobs are considered middle-skill with only 47 percent of the available workforce trained to fill them. This
concern is reinforced in the State of the Workforce Report IX: Alabama, which projects 73 percent of the high-demand and
45 percent of the fast-growing occupations in Alabama will require at least an associate’s degree or some postsecondary
education. At the current rate, Alabama will suffer an alarming qualified worker shortfall of over 200,000 by 2030.
CURRENT LOCATION:
WORKFORCE NOW
Middle-skill jobs are defined as occupations requiring more education and training than a high school diploma but
less than a four-year degree.
A Middle-Skill Gap
Middle-skill jobs account for 54 percent of United States’ labor
market, but only 44 percent of the state’s workers are trained
to the middle-skill level.
Jobs and Workers by Skill Level, United States, 2012
Source: NSC analysis of Bureau of Labor Statistics Occupational
Employment Statistics by State, May 2012 and American Community
Survey data, 2012.
High-Skill Jobs
High-Skill Workers
Middle-Skill Jobs
Middle-Skill Workers
Low-Skill Jobs
Low-Skill Workers
0% 10% 20% 30% 40% 50% 60%
United States
A Middle-Skill Gap
Middle-skill jobs account for 60 percent of Alabama’s labor
market, but only 47 percent of the state’s workers are trained
to the middle-skill level.
Jobs and Workers by Skill Level, Alabama, 2012
Source: NSC analysis of Bureau of Labor Statistics Occupational
Employment Statistics by State, May 2012 and American Community
Survey data, 2012.
High-Skill Jobs
High-Skill Workers
Middle-Skill Jobs
Middle-Skill Workers
Low-Skill Jobs
Low-Skill Workers
0% 10% 20% 30% 40% 50% 60%
State of Alabama
YOU
ARE
HERE
5
6. ROUTE TO
DESTINATION:
WORKFORCE FUTURE
In July 2014, Governor Robert Bentley, acting on the recommendation
of the College and Career Ready Task Force, created the Alabama
Workforce Council (AWC). One of the primary purposes of the AWC is
to work in collaboration with educators and business leaders to develop
and promote access and successful pathways for students to obtain
credentials to qualify for middle-skill jobs. The ACCS welcomes the
opportunity to collaborate with the AWC in working to realize the shared
goal of greater academic and skills attainment by Alabama citizens,
leading to more workforce participation, higher wages, and increased
economic growth for the state.
The ACCS, with its 26 colleges and 89 instructional sites, is the obvious
and perfect partner to help meet the challenge. Already the state’s
largest supplier of nurses and allied health workers, the ACCS is poised
to make improvements in access, program content and delivery, and
accountability to meet the long-term workforce demands.
As stated in the State of the Workforce Report IX: Alabama:
Improving education is important because (i) a highly
educated and productive workforce is a critical
economic development asset, (ii) productivity rises
with education, (iii) educated people are more likely
to work, and (iv) it yields high private and social rates
of return on investment.
Workforce development must view all
of education and other programs (e.g.
adult education, career technical training,
worker retraining, career readiness, etc.)
as one system.
Funding to support workforce development
may require tax reform at state and local
levels and should provide for flexibility as
workforce needs change over time and
demand different priorities. Publicizing both
private and public returns to education can
encourage individuals to raise their own
educational attainment levels, while also
promoting public and legislative support for
education.
Physical Therapist Assistants -- $53,714
Supervisors of Construction Trades & Extraction
Workers -- $55,989
Dental Hygienists -- $46,531
Computer User Support Specialists -- $45,150
Registered Nurses -- $55,869
Engine and Other Machine Assemblers -- $35,687
Diagnostic Medical Sonographers -- $47,758
Industrial Machinery Mechanics -- $48,790
Licensed Practical and Licensed Vocational Nurses
-- $35,178
Medical Secretaries -- $29,313
Carpenters -- $32,267
Team Assemblers -- $33,751
Personal Care Aides -- $17,830
Home Health Aides -- $19,206
Computer Controlled Machine Tool Ops, Metal &
Plastic -- $33,367
Medical and Clinical Laboratory Technicians
-- $35,849
Electricians -- $43,197
Emergency Medical Technicians and Paramedics
-- $29,374
Welding, Soldering, and Brazing Machine Setters,
Operators and Tenders -- $34,727
Occupational Therapy Assistants -- $55,187
Source: Alabama Department of Labor
TOP 20 ALABAMA
HIGH-DEMAND JOBS
THAT DO NOT REQUIRE A
FOUR-YEAR DEGREE:
6
7. WORKFORCE:
RECOMMENDATIONS
With an eye to the future and synchronized with the January 2015 recommendations of the AWC,
the ACCS proposes the following strategies to meet the demands of the 1:2:7 Imperative:
Cultivate partnerships
– implement a modified
“supply chain” approach
Make data-informed
decisions – implement a
longitudinal data collection
system to evaluate progress
and inform next steps
Create highways to
completion – more than
just a “pathway”; programs
of study with clear and
defined steps to completion
coupled with student-centric
services and support
Build capacity –
focus on execution of a
clear goal; reinforce a
culture of commitment;
acquire and provide
resources to accomplish
the mission
7
8. CULTIVATE
PARTNERSHIPSRECOMMENDATION #1
In a 2014 report from the U.S. Chamber of Commerce Foundation, Managing the Talent Pipeline: A New Approach
to Closing the Skills Gap, new strategies were discussed to address the workforce shortages and to highlight best
practices from around the nation. Taking a cue from this research, the ACCS proposes implementing what is referred
to in the report as a “talent pipeline”, a tried and true business supply chain approach. In this approach, education
providers see the employers as end-user partners. The institutions in the state, including K-12 and higher education,
will come together with business leaders through vehicles like the AWC and regional workforce development councils
to develop specific solutions to address the workforce needs in regional economies. Much can be accomplished this
way including:
ÎÎ Obstacles to flexibility and innovation will be identified and removed,
allowing for responsive and customizable results.
ÎÎ Shared responsibility for the outcome will enable alignment of a graduates-
to-jobs pipeline and widen the funnel of students to programs, providing
gainful employment.
ÎÎ Collaboration on curriculum will provide alignment with real-world
applications, ensuring a ready-to-work graduate.
ÎÎ “Earn and Learn” highways will be created through public/private
partnerships (ex: apprenticeships, internships, etc.).
ÎÎ Data-sharing will provide a measurable evaluation of success and a basis on
which future decisions can be made for improvements and adjustments.
ÎÎ Greater supply and demand equilibrium will be achieved in critical
occupations.
Budget Request:
Alabama Technology Network: Total Request: $5.35M
These funds support the programs and activities of the Alabama Technology Network which assist the state’s
businesses in remaining competitive in a global economy. ATN seeks to be the driving force that makes existing
Alabama companies the most profitable and productive in the world. The organization provides training programs,
technical assistance services, and assistance with quality management systems. This investment in the state’s
employers and employees helps Alabama meet its 1:2:7 Imperative.
Dual Enrollment Total Request: $10.3M
These funds allow high school students who meet certain criteria to receive instruction in critical career and technical
occupations while earning credit from both college and high school concurrently. These funds are essential to help
students enter career pathways which meet Alabama’s 1:2:7 Imperative.
MERGE
AHEAD
8
9. CREATE HIGHWAYS
TO COMPLETION
RECOMMENDATION #2
Rather than a pathway, the ACCS will create a multi-lane highway for guiding students toward the completion of a credential or
degree. Currently, the route to acquire education and skills is more like a maze with multiple providers and mixed messages.
Students are unsure as to how and where to go to gain access as well as what support is available to help them along the way. They
encounter barriers to success including financial (how to pay for education), assessment (what is their college readiness level and
what remediation might be needed), and communication (understanding college jargon and translating it to actionable items). This is
addressed by the following actions:
ÎÎ Manage student expectations by clearly defining the program trajectory and requirements, and
allowing for comprehensive planning for work/school/life balance, thus reducing attrition
ÎÎ Provide multiple delivery platforms suited to various learning styles
ÎÎ Provide industry-recognized, stackable credentials aligning with specific employment outcomes,
providing encouragement to continue education
ÎÎ Partner with businesses to find creative solutions to financial barriers including grants,
scholarships, employment incentives, apprenticeships, and other earn-while-learn programs
ÎÎ Partner with community-based organizations to provide additional support for other needs,
reducing the distractions and barriers to completion
ÎÎ Employ best practices in the retention/completion state and national agenda
Budget Request:
Workforce Training Programs Total Request: $2.9M
In order to maintain current career and technical education and training programs, Alabama’s community colleges must constantly
improve programs and activities which prepare students for the high-wage, high-demand occupations. These funds provide grants
to support the ACCS career and technical education programs, to provide incumbent worker training for business and industry, and to
supplement the employment of career coaches (counselors). They also supply software which provides “gap analysis” to assist career
coaches in career counseling for high-demand areas. These funds also support such special projects as career tech boot camps,
BEST Robotics, apprenticeship programs, and other special workforce needs as determined in cooperation with industries at the
regional level and approved by the Board of Trustees. These workforce training programs prepare Alabamians to meet the
1:2:7 Imperative.
Special Populations Total Request: $4.53M
These funds provide career preparation programs and activities resulting in gaining or retaining employment. Such programs as
the Ready-to-Work essential skills and other initiatives for special populations as determined by the Chancellor are funded by the
appropriation. These programs and activities help move underprepared potential workers into jobs to meet Alabama’s
1:2:7 Imperative.
Adult Education Total Request: $12.4M
These funds provide programs and activities which help underprepared Alabamians to acquire the essential underlying literacy and
numeracy knowledge and skills necessary to acquire the GED and enter the world of work, thus helping Alabama meet its
1:2:7 Imperative.
Prison Education Total Request: $9.3M
These funds assist incarcerated youth and adults in acquiring the necessary attitude, knowledge, and skills to successfully enter
the world of work and reduce recidivism. Preparing this population for employment helps the individual, Alabama’s businesses, the
Department of Corrections, and society in general, thus helping Alabama meet its 1:2:7 Imperative.
9
10. True to the name, a community college is meant to be rooted in its community,
providing a hub for social, cultural, economic, and educational interaction for
the local constituency. Committed to that purpose for over 50 years, the ACCS has nearly 11,000 employees state-wide who
are among the most dedicated and hard working in the nation. However, being in a position to be many things for many people
has strained the capacity of the ACCS and diluted its ability to accomplish the mission.
The time has come for the ACCS to rededicate and re-purpose itself to be relevant now and going forward. As previously
discussed, Alabama’s present and future economic success and the well-being of its citizens are entwined with the ACCS’s
present and future success. Therefore, coming together with K-12 and business partners to provide an educated workforce
with basic, technical, critical thinking, and essential soft skills leading to the fulfillment of the 1:2:7 Imperative is crucial. A
thoughtful, strategic investment by the state in the immediate and long-term needs will pay off in increased tax revenues from
more employed workers, attraction of new industry to the increased supply of educated workers, and an improved perception
of the state as a whole. This will be accomplished by:
ÎÎ Realignment of current institutions to ensure access to all citizens; creating a flagship
community college in each workforce region to provide local oversight and leadership
responsive to economic influencers
ÎÎ Investment in updating and building facilities capable of housing required classrooms,
laboratories, equipment, and student support services
ÎÎ Provision for a world-class advanced technology training center within commuting
distance of every Alabamian
ÎÎ Investment in state-of-the art equipment mirroring the real world applications to
prepare ready-to-work employees
ÎÎ Provision of funds to competitively compensate instructors, attracting quality talent
and ensuring excellent educational outcomes
Budget Request:
Competitive Compensation Total Request: $49.3M
Alabama Community College System personnel have not received a cost of living adjustment in nine years. In order to recruit
and retain quality talent necessary to meet Alabama’s workforce challenges and opportunities, a salary increase of 10 percent
is required. Additionally, the inequities in compensation in the college system and private sector as it relates to high-demand
career and technical and STEM occupations is even greater. Therefore, a request is made in the amount of $12 million to
provide supplements to instructors in high-wage, high-demand technical fields of study to aid in recruitment and retention of
these personnel.
ÎÎ Salary Increase: $35.8M
ÎÎ Related Benefits (i.e. health insurance & retirement): $1.5M
ÎÎ Supplements: $12M
BUILD CAPACITYRECOMMENDATION #3
10
11. Career & Technical Education Facility & Equipment Enhancement
Total Request: $100M
In order to meet the ACCS goal of providing a state-of-the-art advanced technology training center within commuting
distance of every Alabama citizen, upgrades in many regions are required. This investment will include state-of-
the-art equipment mirroring the real world applications to prepare ready-to-work employees and will also update
buildings and facilities for classrooms, laboratories, as well as enhanced equipment and related student support
services. These improvements will prepare students to meet the 1:2:7 Imperative.
College Operations & Maintenance Total Request: $314.5M
These funds finance the overall academic and career and technical education support services that provide for the
general operation and maintenance of the colleges.
ACCS Administrative Total Request: $10.8M
These funds provide the central leadership, oversight, and support for the ACCS Office. In addition, funding will
provide innovation grants to community colleges and industries.
Other Appropriations Total Request: $7.9M
Truck Driver Training: $240,790
Marion Military Institute: $7.4M
Knight vs. Alabama: $250,000
MAKE DATA-INFORMED
DECISIONS
RECOMMENDATION #4
There has long been a need for the creation of a longitudinal data system in the state. Alabama is one of only three
states that does not have a comprehensive system repository to record and track education data, leaving the state
inadequately prepared to provide information to improve outcomes. Echoing the recommendation of the AWC, this
essential tool will aid the ACCS and other educational and business partners to accurately inform all decisions and
identify not only gaps and needs, but also successes. In addition, the ACCS supports the formation of an education
and workforce research agenda to assist in identifying areas for improvement and the creation of best practice
sharing. This will be accomplished by:
ÎÎ Implementation of a P-20W data system connected to confidential
employment data
ÎÎ Input of other stakeholders, i.e. Alabama State Department of Education,
Department of Labor, Department of Commerce, Department of Human
Resources, Department of Rehabilitation Services, etc.
Budget Request:
Reference Governor Robert Bentley’s budget request
NO PARKING
ALWAYS
KEEP CLEAR
11
12. By design, the Alabama 1:2:7 Imperative initiative is a multi-lane highway complete with on and
off ramps for each of the individuals represented in the 1:2:7 ratio. Creatively constructed to
navigate us toward individual and collective economic success, the highway takes local partners
and influences into consideration to close middle-skill employment gaps. It is at the intersections
of these partnerships and highways that ACCS believes real change will occur to move Alabama
forward.
For further information, please contact Dr. Mark Heinrich, Chancellor, Alabama Community College System,
135 South Union Street, Montgomery, AL 36130, 334-293-4521, www.accs.cc
CONCLUSION:
THE 1:2:7 G.P.S.
(GOAL-PURPOSE-SOLUTION)
BUDGET REQUESTS
Alabama Technology Network
Dual Enrollment Total Request
Workforce Training Programs Total Request
Special Populations Total Request
Adult Education Total Request
Prison Education Total Request
Competitive Compensation Total Request
Career & Technical Education Facility & Equipment Enhancement
College Operations & Maintenance Total Request
ACCS Administrative Total Request
Other Appropriations Total Request
$5.35M
$10.3M
$2.9M
$4.53M
$12.4M
$9.3M
$49.3M
$100M
$314.5M
$10.8M
$7.9M
12