Driving Innovation to Position Maryland in a Nationally Competitive Funding Environment

Mary Alice McCarthy, Workforce Analyst Office of Workforce Investment

Division of Adult Services Employment and Training Administration (ETA)

United States Department of Labor (USDOL)

By June 2012, increase by 10 percent the number of people who receive training and attain a degree or certificate through the following programs:

• Workforce Investment Act (WIA) adult, dislocated

worker, and youth• National Emergency Grants (NEG) • Trade Adjustment Assistance (TAA)

Why Credentials

Career Pathways and Credentials

Baccalaureate Degree

What Do We Mean by Career Pathways?


Are aligned with the skill needs of regional industries; Include secondary, adult education, and postsecondary education

options; Include curricular and instructional strategies that contextualize

learning;As appropriate, integrate education and training that combines

occupational skills training with adult education services, give credit for prior learning, and accelerate advancement;

Lead to the attainment of an industry-recognized degree or credential; Include academic and career counseling, and support services;Are organized to meet the particular needs of adults, with flexible and

non-semester-based scheduling, and the innovative use of technology

The Career Pathways TA Initiative


Joint DOL-DOEd-HHS Effort • (ETA/OVAE/ACF)

9 States and 2 Tribal Entitie State/Local, Cross-Agency Teams

• Workforce, ABE, Community Colleges, TANF, CBOs• And Employers!

Focus on Building Partnerships and Shared Vision

Career PathwaysSix Key Elements Framework


Career PathwaysSix Key Elements Goals


On-Going Efforts to Support Career Pathways and Credential Attainment


TAACCCT: Building the capacity of community colleges and partners to serve adult learners and job-seekers

The Workforce Innovation Fund: Supporting innovative services delivery strategies and the systems change necessary to support, sustain and scale those strategies. Specifically, the WIF will invest in strategies that:• Deliver services more efficiently and achieve better outcomes, particularly for

vulnerable populations and dislocated workers; • Support both system reforms and innovations that facilitate cooperation across

programs and funding streams in the delivery of services to jobseekers, youth, and employers; and

• Emphasize building knowledge about effective practices through rigorous evaluation and translating “lessons learned” into improved labor market outcomes and increased cost efficiency in the broader workforce system.

Joint Guidance/Definitions


Minnesota FastTRAC Adult Career Pathways

Judy Mortrude, State Program Administrator Minnesota Department of Employment and

Economic Development


Minnesota’s Skills Gap


www.SHIFTING-GEARS.ORG

“Nothing is more important to our economic future than matching worker skills to employer needs.” – Ellen S. Alberding, President,

Joyce Foundation


Adult Career Pathways


Integrated Instruction Example – Medical Office Career Pathway

Recruit learners, provide funding, host internships

Recruit learners, provide funding and support services

Facilitate project, coordinate progress meeting, provide technical support & networking

Ensure bridge course connects; support integrated course

Guide course development and implementation

Central Point of Contact


Trudy Chara, Innovation and Programs Manager Maryland Department of Labor, Licensing

and RegulationDivision of Workforce Development

and Adult Learning


DLLR built 2 teams:Planning Team & Policy Team• Planning Team with necessary partners and local focus

helped build a local model• Policy Team with state reps will address broader policy

issues Attended DOL Institutes and wrote plan Conducted in-house Labor Shed Analysis Facilitated integrate career development into

ABE/GED/ESL course offerings Conducted a CNA pilot program

Career PathwaysUpper Shore as the Model


Critical Components

Build Local Implementation Team and a State Policy Team

Labor Shed Analysis and Employer Validation Drove Program Decisions

Build comprehensive strategies including:• Bridge programs to support transition from one step to the

next• Build programs that lead to industry certifications • Stackable Credentialing result in pathways out of poverty


Upper Shore’s Career Pathways Process: What We Learned

Putting the right team together Building a common language & understanding of

each programs goals and measures Program priorities were identified by Labor Shed

Analysis (data driven decision making) Career development could be integrated into

ABE/GED/ESL course offerings at no cost Visits to other programs changed the result Bridge programs are critical


Continuing Challenges

$$$s Braiding funding - conflicting performance

measures by funding title Identifying industry certifications and building

pathways around them Stacking credentials Identifying multiple Career Pathways beyond

Healthcare

Driving Innovation to Position Maryland in a Nationally Competitive Funding Environment

Documents

Transcript of Driving Innovation to Position Maryland in a Nationally Competitive Funding Environment