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

21

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

zthompson@kansascommerce.com

785.296.0205

33

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