WASHINGTON, June 30, 2016 – The U.S. Departments of Labor and Education made publicly available the final rules to implement the Workforce Innovation and Opportunity Act, an historic expansion of opportunity for the nation’s job seekers, workers and employers. The regulations deliver on need to modernize the nation’s workforce system and represent a more integrated, job-driven approach to support communities and expand job growth.
The rules reflect input from stakeholders including employers and community leaders and details what the goals of a modern, agile, effective workforce should be, and how partners can work to achieve those goals. These rules aim to spur growth in local and regional economies; streamline and improve the coordination of employment and training services across federal agencies; and strengthen collaboration between the federal government, employers, states and municipalities. The WIOA Final Rules include reforms that will affect more than a dozen programs receiving $10 billion in annual training and education funding and programs that serve approximately 20 million Americans each year.
The California EDGE (Education Diversity and Growth in the Economy) Campaign is a non-partisan coalition of groups with diverse and even divergent outlooks but united in the belief that California' future economic growth rests in large measure on the skill base of its workers. The members of the coalition are:
California Budget and Policy Center California Hospital Association
California Workforce Association California Labor Federation, AFL-CIO
California Manufacturing and Technology Association
Career Ladders Project for the California Community Colleges
Los Angeles Area Chamber of Commerce
National Council of La Raza Policy Link
State Building and Construction Trades of California
In June 2016, the EDGE Coalition released Data to Serve Policy, Programs, and People, Reinventing California’s Education and Workforce Data Systems. According to the publisher: “Across the nation, there has been a surge in efforts by the federal and state governments and by education and workforce institutions to develop data systems to answer critical policy questions, implement effective practices, and improve student outcomes. … This policy brief details why good data is needed, the range of data that are necessary, the characteristics of data systems designed to serve the needs of all major stakeholders, and what other states are doing to implement high quality systems. It also reviews some current efforts in California toward a more comprehensive, integrated data infrastructure. The purpose of the brief is to spur discussion and action on the next steps California should take.”
The Federal Communications Commission (FCC) has modernized and reformed its Lifeline program to help low-income consumers afford access to broadband Internet access. Lifeline is a program that has helped make telephone service affordable for low-income Americans since 1985.
OCTAE has long championed increased access to the Internet for teachers, students, and classrooms, spreading the word of opportunities such as ConnectED , ConnectHome , and EveryoneOn . We recognize the importance of Internet access to increase the rigor and relevance of classroom teaching and homework; make learning anytime, anywhere a possibility for all; and provide families with connections to information, civic opportunity, health information, and consumer savings.
According to the Pew Research Center , just over 30 percent of households whose incomes fall below $50,000 and with children ages 6 to 17 do not have a high-speed internet connection at home, and this low-income group makes up about 40% of all families with school-age children in the United States.
The U.S. Department of Education, in partnership with the departments of Health and Human Services, Housing and Urban Development, Transportation, and Labor, recently released the Foster Care Transition Toolkit to support current and former foster youths who want to pursue college and career opportunities. The tool kit incorporates input from practitioners and current and former foster youths, and includes tips and resources to aid foster youths as they transition into adulthood. It also serves as a resource for caseworkers, care givers, teachers, and mentors who serve foster youths.
There are currently over 400,000 children and youths in America’s foster care system, and every year more than 23,000 of them age out of the system without ever having a permanent home. Many of these youths lack the structures and supports to access and navigate the many emotional, educational and skills barriers ahead of them.
The Department of Education has long recognized that a high-quality education can help foster youths achieve life success despite past experiences with abuse, neglect, separation, and other barriers. This tool kit aims to help both youths in foster care and those who have aged out of the system successfully move into adulthood, continue to postsecondary education, and set out on a fulfilling career.
The tool kit includes information on
financial aid and money management
job and career support
health care resources
housing and food benefits
The toolkit will be distributed through social media, foster care groups, advocates, teachers, school counselors and other stakeholders.
CALPRO has expanded its online Video Library to include a collection of videos and multi–media resources about career pathways for adult learners. The collection includes presentations on how to contextualize career learning and videos of related classroom demonstrations. Additionally, the page features links to supplemental instructional materials and to an extensive collection of video clips about careers, industries, skills and abilities, or work options and education levels.
The larger Video Library also includes 10 interviews with practitioners of Integrated Education and Training (IET) programs, as well as videos of other best practices in action, such as teaching ESL as well as teaching reading and math in the ABE/ASE classroom. In addition, the library archives professional development webinars on a wide range of topics, such as the popular Instructors Forum and Administrators Forum, and presentations on postsecondary transitions.
Summer offers a perfect opportunity to increase individual educators' access to professional development on emerging priority topics, the goal of the video library. Viewing these videos and discussing them with colleagues–whether with a partner, in small groups, or in larger staff meetings–can further enrich the learning experience.
When ISTE released its first student standards in 1998, digital technology in schools was mostly limited to a computer lab students visited once or twice a week. Technology use was primarily focused on productivity and, during school hours, students learned how to use a word processor or manipulate spread sheets.
With productivity as the driver, the first iteration of the ISTE Standards for Students focused on learning how to use technology. It wasn’t long before it was time to revisit those inaugural standards.
When the ISTE Standards were revised in 2007, mobile carts were increasingly available to teachers in the classroom, as was access to the internet. While the focus on productivity remained, the emphasis shifted to using technology to teach critical thinking, creativity and collaboration. By now, students were using technology to work on projects with each other or even with peers in other classrooms, states or countries. This second version of the standards emphasized learning with technology.
Digital technology in education continues to evolve. In fact, the changes between 2007 and 2016 are arguably even more dramatic than those that occurred between 1998 and 2007. That’s why ISTE set out once again to revise the ISTE Standards for Students.
ISTE has spent the last year engaging members and stakeholders in conversations about what should be included in the 2016 student standards. More classrooms than ever have ready access to technology, many putting devices in the hands of every student, and technology is no longer seen as optional. New designs for learning and teaching are emerging that extend beyond the classroom and support personalized learning pathways. Brain science and new technologies hold the promise for supporting enhanced human interaction and more equitable, lifelong learning opportunities across the globe.
The ISTE Standards are used throughout the world and by educators in all 50 U.S states. Additionally, at least 20 U.S. states or territories have formally adopted or adapted the ISTE Standards as part of their academic standards or curricular frameworks. The ISTE Standards are also truly global and are based on input from more than 50 countries. The standards recognize that what students need to know and do to succeed in the 21st century is increasingly more common across borders than different.
The discussion about revising the standards began last year at ISTE 2015 where attendees reviewed the 2007 standards and envisioned the future of education, work and life. ISTE also brought together a group of education influencers at the conference. Dubbed the Stakeholder Advisory Council, they provided initial, strategic insight into the refresh process.
A Technical Working Group of education professionals, including teachers, technology coordinators, library media specialists, consultants and administrators, provided expert insight and wordsmithing. They helped pull together the feedback data into what became preliminary versions of the first and second drafts. All told, 2,714 people from 52 countries participated in the effort, including 295 students.
ISTE blog post describes in more detail how the new 2016 standards aim to lead the next transformation of learning and teaching.
In a recent blog post, Thomas C. Murray, Director of Innovation at Future Ready Schools, summarizes his online conversation with Andy Marcinek , Chief Open Education Advisor at the US Department of Education (ED), to explore how schools can benefit from Open Educational Resources (OERs) and what is being done in this area nationwide.
With support from ED, state leaders, and new platforms for curation and discovery, there has never been a more exciting time to rethink traditional, static instructional materials. Open Education Resources were the highlight of this Future Ready webinar as they align to the Curriculum, Instruction, and Assessment gear of the Future Ready Framework . From equity, to cost, to teacher empowerment, many benefits of open resources exist.
View the Webinar and learn more about where district leaders interested in open education should begin.