Engaging employers in skills development - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Werner Eichhorst - Youth Employment programs, employer involvment and vocatio...OECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
Presentation by Francesca FROY, Advisor to the OECD LEED Programme from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Engaging employers in skills development - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Werner Eichhorst - Youth Employment programs, employer involvment and vocatio...OECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
Presentation by Francesca FROY, Advisor to the OECD LEED Programme from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Local Initiatives to promote apprenticeships in Leeds and Manchester, UKOECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
Presentation by Andrea-Rosalinde Hofer, Administrator, OECD Centre for Entrepreneurship, SMEs, Local Development and Tourism, at the launch event of the report "HEInnovate country reviews: Hungary" held in Budapest, Hungary, on 29 November 2017
Evidence from a Panel Study of Workers Who Lost a Job During the Great Recessionheldrichcenter
Results from a national sample of unemployed workers, and the differences in their responses based on whether or not they received unemployment insurance.
The New Jersey Workforce: Enhancing the State's Greatest Competitive Advantag...heldrichcenter
Discusses New Jersey's highly skilled workforce and the initiatives that will continue to improve and strengthen its workforce to increase its competitiveness in today's economy
Local Initiatives to promote apprenticeships in Leeds and Manchester, UKOECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
Presentation by Andrea-Rosalinde Hofer, Administrator, OECD Centre for Entrepreneurship, SMEs, Local Development and Tourism, at the launch event of the report "HEInnovate country reviews: Hungary" held in Budapest, Hungary, on 29 November 2017
Evidence from a Panel Study of Workers Who Lost a Job During the Great Recessionheldrichcenter
Results from a national sample of unemployed workers, and the differences in their responses based on whether or not they received unemployment insurance.
The New Jersey Workforce: Enhancing the State's Greatest Competitive Advantag...heldrichcenter
Discusses New Jersey's highly skilled workforce and the initiatives that will continue to improve and strengthen its workforce to increase its competitiveness in today's economy
Tales of a crisis mapper: the good, the bad and the uglyStandby Task Force
A tour through various different crisis mapping deployments and projects, some with SBTF, one personal project, some in collaboration with local groups, from 2011-2013. I attempt to identify some of the strengths and weaknesses of different approaches and different projects.
Overview of the John J. Heldrich Center for Workforce Development, Rutgers Un...Kathy Krepcio
An overview of the John J. Heldrich Center for Workforce Development at Rutgers, the State University of New Jersey. Founded in 1997, the Center is a university-based research and policy center dedicated to raising the effectiveness of the American workplace by strengthening workforce education and training programs.
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative community-based programs that employ prevention strategies to promote access to
health care for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and ...
A r e Th e y R e a l ly R e a dy To Wo r k Employers’ Pers.docxbartholomeocoombs
A r e Th e y R e a l ly R e a dy To Wo r k ?
Employers’ Perspectives on the Basic Knowledge and Applied
Skills of New Entrants to the 21st Century U.S. Workforce
In collaboration, The Conference Board, Corporate Voices for Working Families, the
Partnership for 21st Century Skills, and the Society for Human Resource Management
conducted an in-depth study of the corporate perspective on the readiness of new
entrants into the U.S. workforce by level of educational attainment. The study includes
results from both an in-depth survey conducted during April and May 2006 and
interviews with a sampling of a dozen HR and other senior executives. In addition,
a Workforce Readiness Report Card is presented to provide an accessible snapshot
of the basic knowledge and applied skills that are either “deficient” or “excellent”
in those areas that employer respondents rate as “very important.”
This research defines Workforce Readiness by asking employer respondents:
1. Whether or not the skill levels that new entrants are currently bringing to their
jobs are deemed “excellent,” “adequate,” or “deficient,”
2. What basic knowledge and applied skills they consider “very important,”
“important,” or “not important.” Basic knowledge refers to the academic subjects
and skills acquired in school. Applied skills refer to those that enable new entrants
to use what they learned in school to perform in the workplace. (See Definition of
Terms, pages 15–16.)
3. How the importance of these skills may change over the next five years,
4. What emerging content areas are considered “most critical” over the next
five years, and
5. What are the nature and costs of remedial training or initiatives, if basic skills
are lacking.
The data are typically presented throughout the report separately for high school,
two-year college/technical school, and four-year college levels.
about this report
Are They Really Ready To Work?
Employers’ Perspectives on the Basic Knowledge and Applied Skills
of New Entrants to the 21st Century U.S. Workforce
Contents
4 About the Consortium
5 Acknowledgments
7 Presidents’ Letter
9 Executive Summary
15 Definition of Terms
The Findings
17 Part 1: Determining the Current Basic Knowledge and
Applied Skill Requirements for Workforce Readiness
30 Part 2: Assessing the Recent Entrants’ Preparation in
Terms of Basic Knowledge and Applied Skills
40 Part 3: Report Card on Workforce Readiness
44 Part 4: Considering Remedial Basic Skills Training
48 Part 5: Defining Future Workforce Readiness—Increasingly
Important Skills and Emerging Content Areas
53 Part 6: Assuming Responsibility for Workforce Readiness
57 Actions
60 Appendix: About the Survey
The Conference Board creates and disseminates knowledge about management
and the marketplace to help businesses strengthen their performance and better
serve society. Working as a global, independent membership organization in the
public interest, The Conference .
The panel will highlight colleges and universities engaged in formal collaboration initiatives aimed at place-based development that include a diverse set of partners. The discussion will be placed in the context of the anchor strategic framework developed by ICIC and Michael Porter. Representatives from successful collaboration initiatives in Minneapolis and Syracuse will share insights from their experience with this approach including the challenges associated with effectively managing and aligning multiple partners.
Saint Leo University Graduate Business Studies HCM590 He.docxagnesdcarey33086
Saint Leo University
Graduate Business Studies
HCM590
Health Policy, Politics, and Reform
Course Description:
This course explores and analyzes health policy, legislative process, and health reform in the United States. Specifically, the course (a) examines key issues in the Patient Protection and Affordable Care Act and other major areas of health policy such as Medicare, Medicaid, dual eligibles, disparities, medical liability, and international comparisons, (b) assesses legislative processes and partisan politics, (c) evaluates emerging and evolving organizational structures and payment reform approaches, (d) critiques current policy and proposed reforms, and (e) prepares students to advocate for health reform and needed change.
Prerequisite:
HCM520, HCM530, HCM540, HCM550
Textbook:
Weissert, W. G. & Weissert, C. S. (2012). Governing health: The politics of health policy (4th ed.). Baltimore, MD: Johns Hopkins University Press. ISBN-13: 978-1-4214-0621-3
Learning Outcomes:
Upon completion of this course, students will be able to:
1. Analyze legislative processes and partisan politics in health policymaking.
2. Summarize and explain provisions and implications of the Patient Protection and Affordable Care Act and other key areas of the health policy landscape.
3. Evaluate options in the design of new organizational structures and payment reform approaches.
4. Critique current policy and proposed reforms.
5. Advocate for health reform and needed change.
6. Apply the Saint Leo University core values of community, responsible stewardship, and integrity.
Core Value:
Community: Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
Evaluation:
Discussions: 8 @ 5 points each, 40 points total, 20% of course grade
15-Point Module Assignments: 4 totaling 60 points, 30% of course grade
o Essay on Political Strategy and Political Process (Module 1, 15 points)
o Policy Summary and Assessment Paper (Module 2, 15 points)
o Policy Memo (Module 3, 15 points)
2
o Advocacy Letter to a State Legislator (Module 7, 15 points)
20-Point Module Assignments: 2 totaling 40 points, 20% of course grade
o Policy Critique (Module 5, 20 points)
o Advocac.
Business Research Methods, 14eSchindler1casesIn TawnaDelatorrejs
Business Research Methods, 14e/Schindler
1
>cases
In periods of economic downturn, government leaders try to stimulate entrepreneurship
activity. Project directors of the Global Entrepreneurship Monitor, partnered with the
Kauffman Center for Entrepreneurial Leadership of Ewing Marion Kauffman Foundation, the
London School of Business and Babson College,designed a research study to add insight to
what activities would be most likely to stimulate entreprenship activities.
>Abstract
>The Scenario
What government policies and initiatives are most likely to generate high levels of
entrepreneurial activity? Which are positively correlated with the economic well-being
of a country as measured by growth in GDP and job formation? Project directors of the
Global Entrepreneurship Monitor (GEM), who define entrepreneurship as “any attempt
at new business or new venture creation, such as self-employment, a new business organi-
zation, or the expansion of an existing business, by an individual, a team of individuals,
or an established business,” suggest the following:
• Promoting entrepreneurship, especially outside the most active age group (25–
44), with specific programs that support entrepreneurial activity.
• Facilitating the availability of resources to women to participate in the entre-
preneurial process.
• Committing to long-term, substantial postsecondary education, including
training programs designed to develop skills required to start a business.
• Emphasis on developing an individual’s capacity to recognize and pursue new
opportunities.
• Developing the capacity of a society to accommodate the higher levels of
income disparity associated with entrepreneurial activity.
• Creating a culture that validates and promotes entrepreneurship throughout
society.
Researchers at the Kauffman Center for Entrepreneurial Leadership (Babson College)
and the London Business School revealed these propositions based on a study
designed to prove a causal relationship between factors that affect entrepreneurial
opportunities and potential, to business dynamics and national economic growth and
well-being.
The research design compensated for lack of control of extraneous variables
by using data from 10 nations “with diversity in framework conditions, entrepreneurial
sectors, business dynamics, and economic growth.” The longitudinal study
proposed to prove or disprove a new conceptual model of cultural, economic, physical,
and political factors to predict economic growth (Exhibit C-GEM 1–1).
A GEM of a Study
>The Research
704
A GEM of a Study
What government policies and initiatives are most likely to generate high levels of
entrepreneurial activity? Which are positively correlated with the economic well-being
of a country as measured by growth in GDP and job formation? Project directors of the
Global Entrepreneurship Monitor (GEM), who define entrepreneurship as “any attempt
at new business or new venture creation, such as self-employment, a ne ...
Iedc ec. dev and workforce dev collaborationColleen LaRose
The full webinar may be seen at www.nereta.org on the training page.
Collaboration between EDA's and WIB's requires a paradigm shift. Traditionally economic development organizations were charged with attracting business -typically industrial firms - while workforce development organizations played a more transactional role of training and job match-making. Their tools, strategies and resources have been vastly different from each other and sometimes even at odds. But that is now changing. Several communities have successfully brought together economic development and workforce development organizations by aligning goals and simultaneously strengthening the economic eco-system.
The driving force behind this convergence is the realization that a talented labor supply is key to the economic prosperity of the community. Site selectors report a talented workers trump all other considerations fro businesses locating to a new area. Similarly a steady stream of talented employees can help retain and expand strong industries and clusters.
Building this pipeline of workers requires input on future needs of companies from economic development as well as input from workforce development on where to find and train the workers for these future opportunities.
This webinar will highlight several regions in the country, urban and rural where they are making this work.
The Joint Learning Network (JLN) is a key innovation and central part of The Rockefeller Foundation’s efforts to promote universal health coverage (UHC) in low- and middle-income countries (LMICs) under its Transforming Health Systems (THS) initiative (2009-2017). Launched in 2010, the JLN is a country-led, global learning network that connects practitioners around the globe, in order to advance knowledge and learning about approaches to accelerate country progress toward UHC. The JLN currently includes 27 member countries across Africa, Asia, Europe, and Latin America that engage in multilateral workshops, country learning exchanges, and virtual dialogues to share experiences and develop tools to support the design and implementation of UHC-oriented reforms. The core vehicles for shared learning and resource development under the JLN are technical initiatives, which are managed by several technical partners and organized around key levers for reaching UHC objectives.
Explains the process and benefits of conducting different program evaluations, and the Heldrich Center's work in evaluating over 30 education and workforce programs.
Roundtable Discussion on the Implications of Student Loan Indebtednessheldrichcenter
The presentation examines the struggles that recent graduates experience to pay off debt, despite reduced salaries and lower levels of full-time employment.
Public and Private Strategies for Assisting Unemployed Older Workersheldrichcenter
As older workers become a larger proportion of the workforce, they need adequate programs to overcome potential barriers to reemployment. State programs, community colleges, community-based organizations, and private organizations offer training and services to assist this population.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Chapter 3 - Islamic Banking Products and Services.pptx
Solutions at Work: An Overview of the Heldrich Center's Mission and Current Projects
1. Solutions at Work:
An Overview of the Heldrich Center’s
Mission and Current Projects
Carl E. Van Horn, Ph.D., Director
Kathy Krepcio, Executive Director
John J. Heldrich Center for Workforce Development
2. Workforce Diversity and Inclusion
John J. Heldrich Center for Workforce Development 2
Mission and History
The Heldrich Center is a research and policy institute
dedicated to raising the effectiveness of the American
workplace by strengthening workforce education and
training programs
Founded in 1997, the center employs 18 full-time
professional staff and faculty representing an array of
disciplines, from economics and labor relations to
business administration and public policy
3. Workforce Diversity and Inclusion
John J. Heldrich Center for Workforce Development 3
What the Center Offers
Evaluations of workforce and education programs
Research on promising workforce practices
Promotion of workforce and economic development
Workforce partnerships and solutions
4. Workforce Diversity and Inclusion
John J. Heldrich Center for Workforce Development 4
Accomplishments
Conducted over 200 research projects and evaluations
Documented workforce best practices in over 180
publications
Hosted over 60 major events
Conducted and published 17 nationwide surveys
Generated national and international media coverage
5. Workforce Diversity and Inclusion
John J. Heldrich Center for Workforce Development 5
Workforce Challenges
Improving productivity by closing the skills and
education gap
Ensuring economic opportunity by connecting people
to work
Building workforce and economic development
partnerships
Strengthening workforce and education programs and
building capacity
6. Edwar d J. Bl oust ei n
School of Pl anni ng and
Publ i c Pol i cy
Sol ut i ons at Wor k: An Over vi ew of t he
Hel dr i ch Cent er
6
Resear ch and Eval uat i on
Assesses the effectiveness of workforce and education
programs, underscoring best practices in education,
training, and economic development, while also
identifying emerging challenges that employers and
policymakers must address.
Selected projects include:
– A profile of career and technical education programs in New
Jersey high schools;
– Evaluation of New Jersey’s Customized Training program,
which provides funds to private companies to assist them in
training their employees; and
– Examination of efforts of 10 states to deploy community
colleges in support of economic development efforts.
7. Edwar d J. Bl oust ei n
School of Pl anni ng and
Publ i c Pol i cy
Sol ut i ons at Wor k: An Over vi ew of t he
Hel dr i ch Cent er
7
I nf or mat i on and Wor kf or ce Sol ut i ons
This group leverages the center's research on labor
issues and its insight into workforce programs to
develop information technology products designed to
empower job seekers and assist workforce program
operators. The center also analyzes industry
workforce needs and how to span gaps between labor
supply and demand.
Selected projects include:
– The development and maintenance of a New Jersey training
program consumer report card (www.njtrainingsources.org),
which describes training program features and facilitates
searches and comparisons of programs based on the
preferences of job seekers; and
– The creation of a career guidance website for New Jersey’s
high schools (www.njnextstop.org)
8. Edwar d J. Bl oust ei n
School of Pl anni ng and
Publ i c Pol i cy
Sol ut i ons at Wor k: An Over vi ew of t he
Hel dr i ch Cent er
8
Publ i c I nf or mat i on
Distributes and publicizes research findings to educate
business and union leaders, policymakers, community
members, as well as media and the academic
communities, on critical workforce and education
issues that relate to the emerging global, knowledge-
driven economy.
Selected projects include:
– WorkTrends surveys of American workers; and
– Heldrich Center website (www.heldrich.rutgers.edu) and e-
newsletter.
9. Edwar d J. Bl oust ei n
School of Pl anni ng and
Publ i c Pol i cy
Sol ut i ons at Wor k: An Over vi ew of t he
Hel dr i ch Cent er
9
Techni cal Assi st ance and Capaci t y-
Bui l di ng
This group assists frontline staff and managers in
public workforce agencies and community-based
organizations.
Selected projects include:
– Designing and managing the September 11th Fund’s
Employment Assistance Program, which provided employment
assistance to more than 11,000 workers displaced by the
September 2001 terrorist attacks in New York City; and
– Developing a Workforce Information Plan for the City of New
York.
10. Edwar d J. Bl oust ei n
School of Pl anni ng and
Publ i c Pol i cy
Sol ut i ons at Wor k: An Over vi ew of t he
Hel dr i ch Cent er
9
Techni cal Assi st ance and Capaci t y-
Bui l di ng
This group assists frontline staff and managers in
public workforce agencies and community-based
organizations.
Selected projects include:
– Designing and managing the September 11th Fund’s
Employment Assistance Program, which provided employment
assistance to more than 11,000 workers displaced by the
September 2001 terrorist attacks in New York City; and
– Developing a Workforce Information Plan for the City of New
York.