Transcript Slide 1
The Career Readiness Certificate in a Systematic Approach to Building Careers
Dr. Barbara Bolin
President
with contributions from Mitch Rosin
Editorial Director McGraw-Hill/Contemporary TM
www.nationalOCC.org
www.crcconsortium.org
804-310-2552 www.mheonline.com
www.workforceconnects.com
312-233-6727
A Nation At Risk: The Imperative For Educational Reform “Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.”
•
Whatever the student's educational or work objectives, knowledge of the New Basics . . . is the foundation of success for the after-school years and, therefore, forms the core of the modern curriculum.
•
Grades should be indicators of academic achievement so they can be relied on as evidence of a student's readiness for further study.
•
Instruction in effective study and work skills, which are essential if school and independent time is to be used efficiently, should be introduced in the early grades and continued throughout the student's schooling.
•
Persons preparing to teach should be required to meet high educational standards, to demonstrate an aptitude for teaching, and to demonstrate competence in an academic discipline.
National Commission on Excellence in Education ,
April 1983
Our high schools were designed 50 years ago to meet the needs of another age. Until we design them to meet the needs of this century, we will be limiting, even ruining, the lives of millions of Americans every year. Bill Gates, Governors’ Education Summit Washington DC, Feb 26, 2005
“The merger of globalization and the IT revolution that coincided with the transition from the 20 th to the 21 st century is changing everything—every job, every industry, every service, every hierarchical institution. It is creating new markets and new economic and political realities . . . [it] has raised the level of skill a person needs to obtain and retain any good job, while at the same time increasing the global competition for every one of those jobs.”
That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum
End of WWII
Civil rights and social unrest
1960s A Nation At Risk PCs for everyone Computers in business Manufacturing Tool industry lost
Women. minorities in workplace Steel industry declines
Japan auto industry rises
US embraces quality movement
1980s 1950s Booms:
Babies Manufacturing Cars Construction
1970s Japan rises Women in workplace Low birth rates Oil crisis GI Bill College education becomes accessible & expected Defines success Leads to middle-management www.bolinenterprises.com
©2011 1990s Tech boom 9/11 Wars Economic crisis World-wide unrest & unemployment Skills gap 2010 WIA/welfare reform Free Trade
Mc-Millionaires “Me” generation Outsourcing
Rise of international middle class in BRIC countries
Too few 18-24 yr-olds in US K-16 Education falls short
Globalization of everything Tech bust
Jobs of the Future
Of the 30,000,000 new and replacement jobs between now and 2018… 63% will require some college 45% will require a Bachelor’s Degree or higher
Source: Georgetown University Center on Education and the Workforce, 2009
63% 45%
88 Million of 150 Million Adults in Labor Force with at Least One Educational Barrier
High School Diploma No College No High School Diploma 18,229,340 8,226,214 5,005,943 51,365,340 5,177,127 Speak English “Less Than Very Well”
Source: U.S. Census Bureau
US High School Graduates Do not go on to college 30% Go on to College within 1 yr 70% "4 Year College" Students
No degree or > 6 yrs 40%
Bachelor degree ≤ 6 years 60% "2 Year College" Students Associate degree ≤ 3 yrs 20%
No degree or > 3 yrs 80%
The Impact?
Economic
• US spends over
$3.7B each year to provide
community college remediation for recent high school graduates who did not acquire the basic skills necessary to succeed in college or at work.
• Developmental education is the fastest growing sector in the education market.
The Impact: Economic Alliance for Excellent Education
Current and Future Realities
Job Demands Are Shifting
85% Unskilled Jobs 1950 1960 1970 1980 1990 2000 2010 Skilled Jobs 80%
Trends in U.S. Job Task Content
Key Shifts Underway
• Boomers are retiring, leaving manager gaps • Service jobs now dominate (60% today up from 36% in 1960) and make up 85% of income • Jobs require different skill sets
Source: The Conference Board: The Ill Prepared U.S. Workforce (2009)
Current and Future Realities
• • • More than
93 million US adults
score at the lower levels of national assessments of functional literacy skills and
are unprepared to enroll in postsecondary education or job training.
• While school reform hopes to curb our nation’s workforce problem, an estimated
65%
of our nation’s 2020 workforce is
already beyond the reach of our
educational system.
40 million
Americans have no HS Diploma and more than
18 million
of them are in the labor force today.
1 million
students drop out of HS every year
www.bolinenterprises.com
©2011
Current and Future Realities
Part of the [“skills gap”] problem stems from a
national high school drop-out rate of 72%
and a
national community college remediation rate of 15%.
Workforce development initiatives such as the $10,000 per student “No Worker Left Behind” in MI has been unsuccessful overall because dislocated workers were put into college degree programs for which they were
unprepared
and which were often
unnecessary
. The
“college for all” mentality
is a carry-over from the 1950s when a 4-year college degree was the ticket to the middle class. In the decade ending 2018, of the 47 million jobs available, nearly half will require only an associates degree, and many will require only
short-term technical training
to close skills gaps.
‘Skills gap’ Leaves Firms Without a Worker Pipeline
The Associated Press, June 2011 www.cnbc.com
www.bolinenterprises.com
©2011
•
2009 Pentagon Report: 75% of young people age 17-24 are not fit for military service
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PISA 2010: U.S. Ranks 17th in Reading, 23rd in Science, 32nd in Math
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25% of college freshman drop out before the end of the first semester
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1 of 3 college freshman in 4-year programs need remedial classes; 1 of 2 in community colleges
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Only 23 states, and DC, require student learning plans aligned to the 16 DOL/ETA career clusters
“The American system for preparing young people to lead productive and prosperous lives as adults is clearly badly broken.
Millions of young adults now arrive at their mid-20’s without a college degree and/or a route to a viable job.”
Pathways to Prosperity
, Harvard Graduate School of Education
Employers have
Three major concerns
with potential and incumbent employees: 1.
Poor work ethic Mainly a social issue that may be “fixed” because of new competition for jobs & economic realities 2. Lack of basic learning skills, i.e. TRAINABILITY for rapidly changing technologies and careers 3. What can people DO, not just what do they KNOW www.bolinenterprises.com
©2011
What does all this mean?
WORKER SKILLS & TRAINABILITY WORKPLACE
=
SKILL & TRAINING DEMANDS
Current and Future Realities
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The U.S. is the only highly-developed democracy where young adults are less educated than the previous generation.
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The current freshman class is the first that has been “wired” from birth
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If your skills are one in a million, there are 1,300 people just like you in China and India!
Serious Questions We MUST Answer
Are we preparing students to be college-eligible or college-ready?
Are they career-ready?
Are we helping older adults to transition to new (or a first) careers?
Are we preparing the skilled workforce demanded by the new world economies?
Will the US be competing adequately in 10years?
Current and Future Realities
•
Connectivity is enabling a whole new category of workers to join the global marketplace— low-wage, high-skilled workers
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Many of the structural advantages (land; domestic resources; abundance of port cities; large, innovative population and workers) that America had in previous decades are being erased => a decrease in our world dominance That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum
Current and Future Realities
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For employers, technology changes are coming faster, challenges are coming from everywhere, and opportunities are opening up everywhere
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In 2010, more than 350 million PCs were distributed across the world
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Smartphones with cameras, wireless connectivity and texting capabilities are available almost everywhere
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All these activities are largely supported on the “cloud” which holds almost every software program and application
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Every day, another 2 billion people join the “global conversation” and we have a hyper-connected world That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum
Current and Future Realities
As everyone on the planet gains access to the same technology, the only differentiators between companies, countries, and individuals will be
Analytics
(analyzing and applying data) and “
Human stuff
”
“ Human stuff” is education, creativity, inspiration, imagination, legal matters, governance, tax policies, and patents That Used To Be Us (2011), Thomas Friedman & Michael Mandelbaum
Current and Future Realities
“Today’s workforce demands employees with new skills, such as the ability to work collaboratively across cultures and adapt quickly to changing technologies.” – J. Goldman
Current and Future Realities
•
People are educating themselves through the internet and social networking sites
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Instruction is often fully or partially internet-based or at least on-line
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The OLD skills are still important but now it’s what can you DO rather than just what do you KNOW?
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Business processes are transportable and will follow skill sets and trainability
•
Credentials are the new currency of employment
Employers and employees are turning to
CERTIFICATIONS
Intent of certification
is to inform the public that certified individuals have demonstrated a
particular degree of knowledge and skill
(Fabrey, 1996)
CERTIFICATION:
• Is a
formal validation of knowledge or skill—based on a qualifying examination.
• Should provide an (Drake Prometric, 1995)
objective and consistent method of measuring competence
and ensuring the qualifications of technical professionals (Microsoft, 1995) • Measures a person’s competence against a given standard —
a criterion-referenced test interpretation
(Shrock & Coscarelli, 2000)
PROBLEM: 700,000 different certificates are awarded each year, but many are not transportable, transferrable, or stackable www.bolinenterprises.com
©2011
In 2004, in 7 states, there was recognition that: •
Employees are mobile and follow career opportunities
•
The average worker will change jobs 11 times from choice or necessity
•
Basic skills are defined and common across industry sectors
•
A common skills language was required between employers & educators
The
Career Readiness Certificate
was designed to:
1) Certify applied skills & trainability
(using a common language) and
2)
Be the
basis
for
stackable, portable credentials
across all industries
www.bolinenterprises.com
©2011
The Career Readiness Certificate --A Model Framework for Guaranteeing Trainability
Career Readiness - readiness to move on to the next phase of life:
•
Further education
•
Entry-level work
•
Career and advancement www.bolinenterprises.com
©2011
National Consensus In 2004, employers, workforce development professionals and governments in 7 states agreed that: 1) There is a need for a portable skills credential based on a common language, easily understood by employers, educators, and residents, and that certifies trainability; 2) The common language should be WorkKeys®; 3) The three WorkKeys® assessments that should form the basis of the credential:
Applied Mathematics, Locating Information,
and Reading For Information; 4) The credential should be multi-level; 5) The scores for each level should be 3's for Bronze, 4's for Silver, and 5's for Gold. In 2011, more than 47 states are active in the CRC Consortium
Career Readiness Certificate Consortium
CRCs deployed statewide CRC deployment in progress Interested in deploying CRC
Source: Career Readiness Certificate Consortium
www.crcconsortium.org
Career Readiness Certificate Levels and Employability
Bronze Level –Core employability skills for approximately 30% of the jobs Silver Level - Core employability skills for approximately 65% of the jobs Gold Level - Core employability skills for approximately 90% of the jobs www.bolinenterprises.com
©2011
CRC Levels
• • •
Used by employers for skills screening, hiring and promotion, and targeting employee training and development Credential levels indicate percent of jobs qualified for in the ACT occupational database Provides a common measure for employers to determine workers’ skill levels based on standardized assessments
•
Skills outlined on back of CRC Bronze Score at least Level 3 in all core areas. Foundational skills for 35% of jobs in the ACT database Silver Gold Score at least Level 4 in all core areas. Foundational skills for 65% of jobs in the ACT database Score at least Level 5 in all core areas. Foundational skills for 90% of jobs in the ACT database Platinum Score at least Level 6 in all core areas. Foundational skills for 99% of jobs in the ACT database
Source: ACT
Skill Profiles/Gap Analysis
• Pre-assessment identifies learner skill levels.
• Career interest profile assessment identifies potential careers. Competency levels for each occupation help identify target skill attainment levels.
• Skill gaps help identify where instruction should begin.
Skill Profile: Nursing Aides Occupational Skill Levels 3 2 3 4 3 4 3 2 3 Skill Gaps Learner Skill Levels
Applied Mathematics Locating Information Reading for Information
Career Readiness Preparation and the CRC
Linking Skills to Occupations
Source: ACT
CRC Benefits
Educators/trainers
• Identify gaps between current student skills and employment needs • Align curricula to meet the job skills, develop transitional skills • Develop relevant lessons connected to employment opportunities
Students/Job-Seekers/Training Program Participants
• Document their readiness for work • See the connection between school or training program and work • Access to instructional component to fill gaps
Businesses
• Decrease hiring costs • Make better hiring decisions • Reduce turnover • Decrease overtime hours • Decrease training time and costs
CRC: Learning = Earnings
S I L V E R B R O N Z E G O L D
ONET Code ONET Title 37-2012.00
53-7051.00
51-9121.01
43-5041.00
51-5023.09
33-3012.00
49-9021.02
33-2011.01
23-2011.00
33-3051.01
25-4021.00
11-9151.00
17-3023.01
17-3023.02
47-1011.01
13-2011.01
11-9033.00
11-9021.00
Maids and Housekeeping Cleaners Industrial Truck and Tractor Operators Coating, Painting, and Spraying Machine Setters Meter Readers, Utilities Printing Press Machine Operators and Tenders Correctional Officers and Jailers Refrigeration Mechanics Municipal Fire Fighters Paralegals and Legal Assistants Police Patrol Officers Librarians Social and Community Service Managers Electronics Engineering Technicians Calibration and Instrumentation Technicians First-Line Supervisors - Construction Trades Accountants Education Administrators, Postsecondary Construction Managers AM 3 3 3 3 3 3 4 4 4 4 5 5 5 5 5 6 5 6 LI 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 RI 3 3 3 3 4 4 4 4 5 5 5 5 5 5 5 5 6 5 12 12 13 13 14 14 15 15 15 16 16 16 Total Annual 9 9 10 10 11 11 $17,000 $26,750 $26,510 $29,720 $30,430 $33,680 $36,670 $38,690 $40,450 $45,600 $46,940 $48,330 $47,140 $47,140 $50,980 $51,310 $69,400 $70,770
The Career Readiness Certificate in a Systematic Approach to Building Careers
in
High schools
Community Colleges
Adult Education
The Power of the Career Readiness Certificate
Key difference in training and assessment is
applying
the skills to workplace situations— so in training you
TEACH TO THE TASK!
Students demonstrate what they can DO, not only what they KNOW
Is training available to close the skills gap?
Yes.
On-line training is available from several reputable companies.
Are there hard-copy training materials for use in the classroom?
Yes. The
Workplace Skills Series
is now available from Contemporary/McGraw-Hill.
Workplace Skills Series
• Develops core contextualized skills for: –
Applied Mathematics:
Mathematical reasoning and critical thinking skills through realistic workplace scenarios –
Reading for Information:
Effective reading comprehension and synthesis skills through documents such as letters, e-mails, directions, regulations, and policies –
Locating Information:
Retrieve and use information communicated through graphic sources (flow charts, diagrams, forms, and tables) • Provides consistent problem-solving approach in testing and workplace scenarios
Model Skill Application
Consistent problem solving approach modeled for every skill in all three titles.
Contextualized Practice
• Provide practice applying skill in realistic workplace scenarios • Robust content and problem solving skill development • Real-world scenarios link skills with actual jobs • Applied scenarios increase learner motivation
Comprehensive Career & Industry Coverage
• Contextualized problems for over 800 careers across the 16 DOL Career Clusters • Provides real-world problem solving practice across a variety of careers, including green sectors • Relevant problem-solving practice establishes a purpose for learning, regardless of career goals
“Top 10” States for CRCs Issued
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Georgia Florida 251,500 South Carolina 161,164 Michigan 115,347 101,451 North Carolina 91,570 Indiana 66,023 Oklahoma 57,990 Alabama 38,044 Ohio 37,000 Virginia 35,597
•
CRC Update
Governors of OK and GA use the number of CRCs held by current and available workers as basis for certifying
WorkReady Communities
• (visit gaworkready.com
Started in 2009, and okcareertech.org/cac/workkeys
CareerReady Colorado Certificate
) just passed the • • 10,000 mark and governor has now fully endorsed the credential Since January 2011,
OR
has issued more than 11,000 CRCs In 2010, 38% increase in CRCs issued in
NC--
total now more than 88,000 • 150 high schools in
NC
give students chance to earn a CRC; the CRC has been an exit credential in
IN
in
AK
since 2010 all 11 th & 12 th for many years; graders have to take the three • assessments In
AR,
since 2008, 2600 employers have hired CRC recipients, program available in 76 high schools, and more than 30,000 certificates issued (See www.acteonline.com/currentissue )
OK Work Ready Community Certification
3% of existing workforce with a CRC 25% of available workforce with a CRC Either 85% HS graduation rate or 82% of HS Seniors have a CRC www.okcareertech.org/cac/workkeys GA Work Ready Community certification similar www.gaworkready.org
Building Careers on the CRC
•
Lansing Community College’s
Get a Skill, Get a Job—or Get Your Money Back
program
•
CRC+ initiatives
•
NAM Manufacturing certification programs
•
Workforce Connects
•
CRC + Virginia CRC Plus Initiatives Certified Manufacturing Specialist
CRC any level and Applied Technology(3) •
CRC+ Hospitality (in development
) Bronze CRC and Customer Service training •
CRC+ Apprenticeship (pilot )
CRC any level •
CRC+ Healthcare Clinical Technician
(pilot) Silver CRC healthcare context
Industry-wide Technical Competencies Industry Sectors Workplace Competencies Academic Competencies Personal Effectiveness Competencies
NAM-Endorsed Skills Certification System.
The Manufacturing Institute.
CRC
NAM-Endorsed Skills Certification System.
The Manufacturing Institute.
Current and Future Realities
Current
Adult Education
can’t meet current needs because of: – Inadequate funding – Levels of service – Program focus In 2010, total funding for
Adult Education and Literacy
programs in the U.S. equaled $2.1 billion, with only $540 million of that coming from the federal government.
Current and Future Realities
For low-skilled adults, the largest economic payoffs are in postsecondary.
• One year of college = 10% increase in earnings (as true for GED grads as for HS grads) – Getting a GED alone does increase earnings, but by less than a high school diploma. (Only pays off significantly for dropouts with lowest skills and for immigrants.) – Vocational/industry certificates and degrees pay off more than academic ones at the Associate level and below.
• Up until now, assumption by programs and by adult students has been that GED is the best route to good jobs and postsecondary education.
Contemporary Workforce Connects
™ Target Audiences
: • Adult Job Seekers • Adult Learners • Teachers • Counselors • Parents • High School Students • Middle School Students • Elementary School Students
All need answers to
:
What
are the current & emerging jobs?
Where
are the current & emerging jobs?
What education/skills
are needed for the jobs?
Where
can we get the education/skills we want & need?
CAREER ANALYSIS
Career Matchmaker + MySkills Explore Careers Explore Schools Learning Styles Inventory Portfolio
SKILL ASSESSMENT
Pre-Assessments On Your Own Lesson Assessments MY PATHWAY Unit Assessments IMPROVE SKILLS AND ASSESS PROGRESS
TRAINING & INSTRUCTION
Career Readiness Preparation (Academic Competencies) Skill Support Essential Skills for the Workplace (Workplace Competencies) Course Planner
CRC JOB SEARCH
Apprenticeship/ Bridge Program Post-Secondary/ Transition Career Technical Training Employment Guide Job Search Tool CAREER READINESS
WORKFORCE TOOLS
Resource Directory Network SYSTEM OVERVIEW
www.WorkforceConnects.com
About a century ago, H. G. Wells stated “Human history becomes more and more a race between education and catastrophe” Comments or questions . . .?
The Career Readiness Certificate in a Systematic Approach to Building Careers
Dr. Barbara Bolin
President
with contributions from Mitch Rosin
Editorial Director McGraw-Hill/Contemporary TM
www.nationalOCC.org
www.crcconsortium.org
804-310-2552 www.mheonline.com
www.workforceconnects.com
312-233-6727