Posts Tagged ‘WIOA Alignment’

CTE and Workforce Systems Alignment: Lessons Learned from States

Tuesday, October 16th, 2018

Aligning systems is one of five key principles of the shared vision, Putting Learner Success First. System alignment can ensure a shared vision and commitment to seamless college and career pathways for every learner; by maximizing resources, reducing inefficiencies and holding systems accountable, every learner can have the supports they need to find success.

The recent enactment of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), the reauthorization of the Carl D. Perkins Career and Technical Education Act (Perkins IV), presents new opportunities to align Career Technical Education (CTE) and state workforce systems to strengthen and expand opportunities for learners. States have taken different approaches to align CTE and the workforce systems, from submitting Workforce Innovation and Opportunity Act (WIOA) combined state plans with Perkins IV as a partner program to establishing strong connections between CTE and the workforce systems via strategic partnerships and plans. As states think about improving the effectiveness of this connection, it’s critical to reflect on and learn from states’ efforts to enhance CTE and workforce system alignment.

To inform this post, Advance CTE interviewed several State CTE Directors to learn about how they align CTE and workforce systems in their respective states. Below are key takeaways from those conversations and highlights of a few state examples.

Approaches to Promoting CTE and Workforce Systems Alignment
While states take different approaches to aligning CTE and workforce systems depending on their needs, some common approaches to aligning CTE and workforce systems emerged.

Systems Alignment Sustainability
Trend data from Advance CTE surveys since 2005 suggests that coordination between CTE and other state initiatives is more common when there is an external forcing event, such as state or federal legislation that triggers a statewide planning process. As states expand upon or strengthen their work to align CTE and workforce systems, they must consider how they will sustain systems alignment even when these statewide planning processes conclude.

Some states, such as West Virginia, established CTE and workforce systems alignment sustainability through building partnership infrastructure. West Virginia has a WIOA combined state plan with Perkins IV as a partner program, which helps to promote collaboration between the CTE and workforce systems. Representatives from the West Virginia Division of Technical, Adult and Institutional Education (WV-CTE) serve on the WIOA State Board and helped to develop the state goals articulated in the WIOA combined state plan. Representatives attend a quarterly WIOA group that meets to ensure that the state is making progress on the goals articulated in its WIOA plan.

Additionally, WV-CTE has a Governor’s Economic Initiative office within it that ensures CTE programs of study are aligned to industry needs and developed collaboratively between business, industry and education. West Virginia is able to sustain its CTE and workforce systems alignment through establishing statewide goals via the WIOA combined state plan, clearly defining roles through committees and establishing routine accountability checks.

Conclusion
CTE and workforce systems alignment is necessary to ensure that learners are on a path to securing in-demand, high-wage careers. While the state examples in this resource showcase the importance of elevating partnerships and collaboration to achieve alignment, CTE and workforce systems alignment can take many different forms. A state’s approach to CTE and workforce systems alignment should be guided by its state vision, goals and infrastructure.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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Advance CTE Legislative Update: House Education Committee Holds Perkins Hearing while Senate CTE Caucus Hosts Career Pathways Briefing

Thursday, May 19th, 2016

United States CapitalOn Tuesday, the House Education and the Workforce Committee held a hearing to discuss ways to improve and modernize the Carl D. Perkins Career and Technical Education Act (Perkins). Due for reauthorization since 2013, the law has been in the early stages of consideration by the committee since an earlier subcommittee hearing last October.

The hearing gave a platform to four witnesses to provide perspectives on how Perkins could be strengthened through future legislation:

Chairman John Kline (R-MN) started the hearing off by emphasizing the bipartisan nature of Perkins and Career Technical Education (CTE), outlining a set of priorities he sees as important to a Perkins reauthorization effort.

During his written testimony, Senator Tim Kaine (D-VA) spoke at length about his passion for CTE and centered his remarks around several pieces of legislation he has introduced in the Senate to strengthen Perkins and bolster support for CTE. In particular, Sen. Kaine stressed the importance of defining and supporting high-quality CTE programs of study in the next Perkins Act, as he and his colleagues have proposed to do in the Educating Tomorrow’s Workforce Act (ETWA). He also emphasized the significance of appropriately aligning Perkins to the recently passed Every Student Succeeds Act (ESSA) and the Workforce Innovation and Opportunity Act (WIOA)— a key theme throughout the day.

Another topic that was repeatedly touched upon on Tuesday related to the need to strengthen other federal programs, such as federal financial aid programs in Title IV of the Higher Education Act, to more effectively support postsecondary CTE programs. While outside the direct scope of Perkins reauthorization, several witnesses as well as members of the committee highlighted this issue as something that would further strengthen postsecondary CTE.

This last point was underscored in particular by Rep. Marcia Fudge (D-OH) who pointed out that Perkins funding has depreciated by 24 percent since 1998. Other members of the committee echoed the need for additional funding for Perkins, while others argued that improvements should be made to Perkins to more efficiently make use of the federal investment in CTE. Dr. Sullivan for instance made a compelling argument that future Perkins legislation should focus on incentivizing program and student outcomes, rather than measuring program inputs for the purposes of accountability.

Witnesses also touched upon the importance of strengthening relationships between employers and programs. Jason Bodine of Toyota for instance highlighted his company’s participation in the Advanced Maintenance Technician (AMT) program— a partnership between Jackson State Community College and a consortium of area employers.

Other subjects that came up in the hearing included strengthening supports for career guidance and advisement and the need to increase awareness of CTE opportunities at earlier stages in a student’s life. At the hearing’s conclusion Chairman Kline expressed optimism about the prospects for Perkins reauthorization in this Congress and underlined the need for bipartisan cooperation as discussions continue to take shape on the committee.

All witness testimony and the chairman’s opening remarks can be found here. To watch the archived video of the hearing, click here.

Career Pathways: Exploring the Partnership Pipeline

Last week the Senate CTE Caucus, in conjunction with the Alliance for Excellent Education, hosted a briefing dedicated to exploring partnership opportunities to develop and expand career pathways. Senator Rob Portman (R-OH), who opened the panel with brief remarks, framed the nature of the problem with a jarring statistic: with 300,000 individuals out of work in Ohio and 160,000 jobs unfilled, closing the skills gap is “incredibly important work right now.”

And just how do we go about equipping young people with the skills to fill these high-demand positions? Dr. Scott Ralls, President of Northern Virginia Community College (NOVA), described how career pathways could fan out from a 2-year degree program, enabling students to either pursue additional postsecondary education or enter the workforce after obtaining a certificate in a high-demand field like cybersecurity.

Over on the West Coast, Superintendent John Snavely described Porterville Unified School District’s (PUSD) Linked Learning approach. This model combines rigorous academics, career-based classroom learning, work-based learning, and integrated student supports to propel students through relevant career pathways. With support from third-party intermediaries like Innovate Tulare-Kings, which engages regional business partners in Central California to connect students with experiential learning opportunities, PUSD has been able to continue the learning experience outside of the classroom.

The panel discussion can be viewed in its entirety here (beginning 22 minutes in).

Odds & Ends

Steve Voytek, Government Relations Manager and Austin Estes, Policy Associate 

By Steve Voytek in News, Public Policy
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