Education and training 2020 work program

Additionally, people who received employer training were more likely than others to seek out training on their own, and so the disparities were reinforced. Q: What are the critical elements of the European training model? Thelen: Vocational training in many European countries takes place within companies, typically accompanied by a compulsory school-based component offering more theoretical content. Trainees thus acquire skills that are very close to labor-market needs — and apprenticeships sometimes segue directly into employment.

At the same time, however, employers who take apprentices are not allowed to train narrowly for their own needs alone. Rather, they are required to train broadly and to standards and occupational profiles decided nationally by committees composed of representatives of business, unions, and the state. These systems are also subject to monitoring and oversight to enforce nationally defined standards in terms of both the content and the quality of training.

Such systems ensure smooth school-to-work transitions, while also providing trainees with skills that are certified and portable across the labor market. Many U. European countries have avoided this problem through soft obligations to train or financial incentives through which companies receive support for their training efforts. In Europe, such solutions are sometimes established at the industry level through business associations that collect levies from their members.

In the U. State or local governments could establish forums to bring together educational providers, employers, and trade unions to make sure that local skills demands are met and that trainees acquire the skills they need to secure stable, well-paid employment.

Q: What are some key examples of creative skill-training initiatives that have been successful in the United States, and what policies should we consider to scale these programs?

Osterman: A central argument in my brief is that successful best-practice training models exist. In many respects, we know what works, and hence the issue is how to go to scale. In terms of what works, we know that people who obtain a degree or certificate from community colleges experience significant earnings gains. The core characteristics of these training programs is that they have relationships with employers such that they know what is needed to fill jobs, and they provide support services to trainees for transportation costs, childcare, etc.

As many as one in three young adults may now fall into this group—over 10 million people. Meanwhile, our K and postsecondary education systems are deeply stratified by race and class. While high school graduation rates have risen overall, they are lower for Black, Latino or Hispanic, and low-income students.

And the K system disproportionately shunts young people of color especially Black students into the school-to-prison pipeline , contributing to systemic issues of overpolicing and mass incarceration. President-elect Joe Biden—himself a beneficiary of an era of cheap tuition and plentiful jobs—can initiate a new era of opportunity by promising education and employment for all young people.

We propose an Education and Employment Promise for the s, and offer the following components as a starting point:. In implementing these components, we must center racial and gender equity while committing to strong youth-adult partnerships. Our proposal is based on programs that are already successful today and resembles similar mobilizations in the past. There is bipartisan interest in these challenges, and components of the Promise could be launched through a variety of legislative vehicles, such as a major infrastructure bill.

Beginning in middle school, all students should have access to coursework tied to careers and aligned to the economic needs of their area. High schoolers, college students, and young adults neither working nor in school should have access to high-quality work-based learning such as internships, co-ops, and job shadowing.

Numerous high schools and high school networks blend strong academics with a career focus and typically incorporate work-based learning. Other programs specifically prepare and place high school students in professional internships.

For young people not in high school or college, opportunities like AmeriCorps , YouthBuild , and conservation corps provide them the chance to carry out socially beneficial tasks such as tutoring children, building affordable housing, and maintaining public infrastructure.

While doing so, they earn a modest living allowance, gain skills, and secure a college scholarship. Other programs combine occupationally specific training with internships, and many specialize in working with young people burdened with barriers like generational poverty.

All of these programs allow young adults to gain work experience and build their professional networks. Amendment Three PDF format. Amendment Four PDF format. The purpose of this program is to counter chronic unemployment and underemployment experienced by migrant and seasonal farmworkers and their dependents who depend primarily on jobs in agricultural labor performed across the country.

NFJP assists eligible Migrant and Seasonal Farmworkers, including youth and adults, and their dependents, to receive career services, training services, housing assistance services, youth services, and other related assistance services, including emergency services, that help stabilize their current agriculture jobs as well as acquire new skills they need to start careers that provide higher wages and year-round employment.

To support better economic outcomes for farmworkers, NFJP also works to meet a critical need for safe and sanitary permanent and temporary housing.

The purpose of this program is to support the development of new or the expansion of existing Registered Apprenticeship Programs RAP for youth. This also includes quality pre-apprenticeship programs that lead to a RAP. The purpose of this program is to partner organizations that provide reentry services with community colleges to provide education and training services to improve the employment outcomes for young adults involved in the criminal justice system.

These projects ensure that young adults transitioning from the criminal justice system are prepared to meet the needs of their local labor markets with the skills required by employers. Applicants must establish a partnership with the criminal justice system. Young adults served under this grant are between the ages of 18 and 24 and currently or previously have been involved in the juvenile or adult criminal justice system or are high school dropouts, are low-income as defined under WIOA, and either reside in or are returning to the targeted geographic area.

The purpose of this program is to demonstrate the alignment of regionally driven, comprehensive approaches to addressing economic distress and the necessary workforce development activities to ensure a workforce capable of succeeding in current and future job opportunities. Successful long-term economic growth strategies build upon bottom-up, community-led plans that promote economic resilience and maximize regional strengths.

The WORC Initiative grants take a long-term view toward assisting eligible communities in diversifying their economies by investing in local strategies developed by regional partners. To address these challenges, ETA encourages applicants to include within their applications strategies to address the employment and training needs of individuals affected by substance use disorder in their communities. The purpose of this pilot program is to provide eligible, incarcerated individuals in state correctional facilities or local jails with workforce services prior to release and to continue services after release by transitioning the participants into reentry programs in the communities to which they will return.

These grants are job-driven and build connections to local employers that will enable transitioning offenders to secure employment.