state responses to the skills gap the impact of education and workforce policy
TRANSCRIPT
STATE RESPONSES TO THE SKILLS
GAPTHE IMPACT OF EDUCATION
AND WORKFORCE POLICY
2
NATIONAL LEADERSHIP – LOCAL ACTION
PUBLIC – PRIVATE PARTNERSHIP
GOAL 2:RE-ESTABLISH THE
U.S. AS THE GLOBAL LEADER OF
MANUFACTURING EDUCATION.
Quality
We are developingquality education through
In the past three years, SCS reported over
290,000 industry certifications
GOAL 3:ADVOCATE FOR
EDUCATION AND JOB TRAINING POLICIES THAT STRENGTHEN
THE U.S. MANUFACTURING
WORKFORCE
Policy
The Manufacturing
Institute & NAM
Taskforce
Jobs for the Future AMP 2.0
Department of Commerce -
Manufacturing Council
BRT/ACT Foundation/
National Network
ALIGNING EFFORTS TO CLOSE THE MANUFACTURING SKILLS GAP
Close the Gap
CREDENTIALING SYSTEM IN THE U.S.
Increase career pathways and dual credit opportunities across education pipeline to increase number of qualified technical employees in advanced manufacturing
Increase nationally portable, stackable credentialing systems through certifications and work-based learning elements
Establish regional work study-based apprenticeship models as proof of concept for a “How To” Playbook manual
Develop a practical guide for transitioning veterans to private sector manufacturing jobs
AMP: DEMAND‐DRIVEN WORKFORCE DEVELOPMENT
Launch a national campaign to change the image of manufacturing and support National Manufacturing Day’s eff orts to showcase real careers in today’s manufacturing sector.
Incent private investment in the implementation of a system of nationally recognized, portable, and stackable skill certifications that employers utilize in hiring and promotion.
Make the development of online training and accreditation programs eligible to receive federal support.
Curate the documents, toolkits and playbooks that have been created by AMP2.0, to be housed with The Manufacturing Institute .
AMP FINAL RECOMMENDATIONS:SECURING THE TALENT PIPELINE
STATE POLICIES MAKE THE DIFFERENCE
Increase the number of industry recognized credentials awarded at the secondary and postsecondary levels.
Common Themes:
Responding to state’s workforce needs to stay economically competitive & build high quality talent pipeline
Clearly defined offering of credentials and credits earned per credential
Seamlessly included credentials into the existing curriculum
INDUSTRY CREDENTIALS
Increase industry partnerships to better align curriculum and apprenticeship, internship, and work based learning opportunities.
Common Themes:
The state initially funded the internship or work-based learning program or provided financial incentives for industry partners to join
Partnership between schools and local business community
Provided students the opportunity to “earn and learn”
INDUSTRY PARTNERSHIPS
Better articulate credit transfers from high school to community colleges, and from community colleges to four-year institutions.
Common Themes:
The state created a clear agreement for how credits are recognized & transferred between state secondary and postsecondary institutions
Specifically address CTE credits and credit transfers
All credits students earn can be transferred to 4-year degree and ensures students will not take duplicative courses
CREDIT ARTICULATION
Increase access and incentives for dual enrollment.
Common Themes:
CTE dual enrollment courses are treated as an alternative to AP courses, giving students an opportunity to gain college-level experience and credit while earning their high school diploma
Take away financial disincentives for schools to promote or students to enroll in dual enrollment courses
DUAL ENROLLMENT
Common Themes:
Governor-led initiatives, carried out by state legislatures and agencies
Combines components of each previous initiative
Each state focuses on a collaborative approach involving schools, community groups, and industry in setting policy and academics
COMPREHENSIVE STATE STRATEGIES
THE KANSAS STORY
Workforce Initiatives Positioning Kansas for Competitive Advantage
Zoe ThompsonDirector, Workforce Training and Education
Kansas Department of Commerce and Kansas Board of Regents
November 19, 2014
Governor Brownback’s Vision for a Competitive Kansas
Economic Strategic Plan
Respond to Business
Agency Collaboration
Statute
Policy
Procedure
Incremental Decisions Support Comprehensive Policy Changes
Operational Connection is Vital
• Connection must be structural and survive an administration or person
• Must connect workforce/economic development and education agencies
• Must share common vision and goals
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Big Changes to Funding for Community & Technical Colleges
Old funding model – no relationship to course or program delivered
New funding model – based on cost to deliver course or program
Based on a variety of costs including instructor costs, extraordinary costs, instructional and institutional support costs
Results – increased $$ for courses that cost more to deliver
SYSTEM WIDE, INDUSTRY DRIVEN
PROGRAM ALIGNMENT
High School Students Earn College Credit – SB155
24
0
2,000
4,000
6,000
8,000
10,000
3,475 3,870
6,101
8,208
Number of High School Partic-ipants (Headcount)
2011 2012 2013 2014
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
28,00028,161
44,087
60,799
2011 2012 2013 2014
College Credit Hours Earned by High School Students
0200400600800
1,0001,2001,4001,600
548711
1,419
2012
Industry Credentials Earned by High School Students
Cumulative *Cumulative, unduplicated headcount
26%
42%
8%
6%
7%
10%
College Certificates Healthcare Welding Manufacturing/Machining Aerostructures All Other
AO-K TANF Enrollments Enrolled 64 Completed 14 Total TANF Students served 78
Year 1 Year 2 Year 3 CumulativeEnrollment 1069 994 1173 3118*College Credentials 184 456 710 1350Industry Credentials 1191 1086 1514 379112 credit hour Pathway 341 450 325 1116Number Employed 366 247 229 842
Legislative Support for AO-K2014 legislative session included:
• AO-K Proviso - $500,000 for tuition support• GED Accelerator - $1.9M for incentives for
colleges ►$500/student for GED attainment►$170/student for cost of taking GED exam►$1000/student for career technical education
credential
Employer Engagement Supports Industry Credential Attainment
Three levels of engagement• Supporter, Partner, Champion
All levels begin with Kansas Department of Commerce Skills Pledge
Higher level of recognition follows more “engaged” use of industry credentials
Industry Driven Initiatives Support the Governor’s Strategic
Economic Plan for Kansas• Companies sign the Kansas Department
of Commerce Skills Pledge recognizing and prioritizing industry credentials
• Workforce AID (Aligned with Industry Demand) responds to company demand for a skilled, credentialed workforce
Workforce AID
STATE LEVEL SINGLE POINT OF CONTACT
ED = Director of Workforce Training and Education
SKILLED EMPLOYEES WITHINDUSTRY AND COLLEGE CREDENTIALS
KANSAS COMPANIES
Federal/State Training Resources
Community and Technical Colleges
KANSAS DEPARTMENT OF COMMERCE
KANSAS BOARD OF REGENTS
Private Resources
FIND, TRAIN AND DELIVERFIND
Identify talent need/quantity/timing Partner with companies Recruit qualified participants
TRAIN Employability and Technical Skills Industry credentials- NIMS, MSSC, AWS, etc. College Credit
DELIVER Skilled Workforce
PUBLIC/PRIVATE PARTNERSHIPS KEY TO SUCCESS
Companies
Colleges
KANSASWORKS
Private Staffing
Agencies
IMPACT ON THE KANSAS ECONOMY IN 2014 (FEB-OCT)
• 12 training projects across the state• Nearly 100 participants completed training with industry credentials/college credit
• 92% with full industry credentials=employed• Average starting wage = $14.44+/-• Over $2,500,000 impact on the Kansas
economy in just nine months
Thank You, Questions, Contact Us
• Zoe Thompson
Director, Workforce Training & Education, Kansas Department of Commerce and Kansas Board of Regents
785.296.0205
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Is funding a barrier?Taking funding out of the equation, what is possible in
your state?
FUNDING
How can diff erent agencies and jurisdictions work together?
What examples can you off er?
JURISDICTION
What is the overarching vision in your state/region? How can you and your partners work to strengthen
the big picture?
VISION
Who in your state would need to come together behind a comprehensive strategy?
PARTNERS
What action can be taken to expand impact within your existing structure?
What are incremental steps that can help meet your goals while helping to set the larger policy agenda?
BACK TO REALITY
Who might value the policy framework we’ve discussed?
How might you disseminate the information?
MOVING FORWARD