Over 36 million adults in the United States cannot read, write, or do basic math above a third grade level. Further, 43 percent of adults with the lowest literacy levels live in poverty, and 70 percent of adult welfare recipients have low literacy rates. The Office of Family Assistance hosted a webinar on December 12, 2019 from 1:00-2:30 p.m. ET exploring how programs are addressing these challenges and providing an overview of the current state of adult literacy and education in the United States. The webinar featured successful program strategies for improving literacy levels and preparing adults for sustainable employment. 

Speakers included:

Cheryl Keenan, Director, Division of Adult Education and Literacy, Office of Career, Technical, and Adult Education (OCTAE), U.S. Department of Education

Daphne Greenberg, Distinguished University Professor and Principal Investigator, Center of the Study of Adult Literacy, College of Education & Human Development, Georgia State University

William Durden, Policy Associate, Basic Education for Adults, Washington State Board for Community and Technical Colleges (SBCTC)

Stacey Wedlake, Research Coordinator and Analyst, Technology and Social Change Group, University of Washington Information School

 

This National Skills Coalition report identifies the role of non-degree credentials as a means to expand economic and educational opportunities for underserved workers. The report offers a proposed set of quality assurance systems for these non-degree credentials, developed in consultation with 12 states, so that policy makers can support these training programs with public resources. Students can enroll in high-quality programs, and employers can validate the connection between the credential and industry needs.

This National Skills Coalition blogpost summarizes the Coalition’s work on non-degree credentials and how to define quality non-degree credentials that are valid, reliable, and transparent. The blogpost also explores how states could support industry partnerships, expand apprenticeships and work-based learning, and increase financial aid and non-tuition supportive services for persons seeking non-degree credentials.

This case statement highlights the American Job Center in Central Pennsylvania (PA CareerLink®), which provides employment services to TANF (through the Employment Advancement Retention Network or EARN) and WIOA clients. With support from specialized staff at each step of the job seeking process, clients can access Job Connections workshops, assistance from job developers, and employer engagement opportunities. This PA CareerLink® also offers adult basic education services and a designated van to provide transportation assistance, among other services, for EARN clients.

Sections of the brief discuss joint service delivery, resource sharing, shared learning, and managing collaborative activities. Readers may also access links to the state TANF plan and funding information for more context and resources. This brief is part of the TANF Works! TANF/WIOA Collaboration Series, through which the Office of Family Assistance’s Integrating Innovative Employment and Economic Stability Strategies (IIEESS) initiative seeks to highlight innovative coordination strategies of TANF and WIOA programs to serve low-income or vulnerable populations.

This Lumina Foundation issue paper looks at how community colleges are moving towards emphasizing workforce education for underserved populations and ways that colleges build partnerships with employers. The issue paper also looks at the adoption of shorter, stackable credentials and the value of credentials in the labor market as workers enter and progress through career pathways.

ASCEND at the Aspen Institute will host a webinar on August 28, 2019 from 4:00 p.m. to 5:00 p.m. ET to discuss the implementation of the Restoring Education and Learning (REAL) Act. The REAL Act restores Pell Grant eligibility for incarcerated individuals, so that they can pursue postsecondary education. ASCEND representatives will moderate this webinar, which will feature presentations by representatives from the College and Community Fellowship, Vera Institute of Justice, and New York City Housing Authority.

This Committee for Economic Development report reviews three tools that address increasing pathways for employment for individuals who do not earn a bachelor’s degree. These tools include models for career navigation and improved career counseling, expansion of apprenticeship programs, and the increased use of competency-based hiring and assessment, rather than relying solely on levels of educational attainment.

This Vera Institute of Justice report is an evaluation of the Institute’s five-year demonstration project that reviewed postsecondary education programs for incarcerated and formerly incarcerated persons. This project supported colleges and state corrections agencies in Michigan, New Jersey, and North Carolina in offering programs in prison and designing reentry programs for further education. The report illustrates the project design and its implementation, while including findings from interviews with program partners and former students.

This American Enterprise Institute report looks at noncredit skills training as a potential approach for addressing the skills gap in various occupations and how industry-based certification from noncredit training can address the demand for qualified labor. The report provides models of noncredit programs used at community colleges nationally and can be operationalized more flexibly than traditional degree programs.

This Jobs for the Future report identifies how rural community colleges offer academic and non-academic support for adult and non-traditional learners’ college retention and completion. While important for all first-generation students and adult learners, these supports are typically less available within rural communities as a result of distance and fewer institutional resources.