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Tendances
Tendances (20)
Similaire à Wia Overview 101(Final)
Similaire à Wia Overview 101(Final) (20)
Wia Overview 101(Final)
- 1. A Workforce Investment Act Primer: What It’s About Where We’ve Been Where We Are
- 3. History – skill building is not new
- 6. WIA Title 1 Funding Structure DOLETA Distributes to State Agencies
- 19. What is Workforce Development System?
- 21. Process Chart Youth Adults Re-train Educate preK-12 career info post-secondary education Prepare/Train internships dual enrollment transitional continuing new skills new career retain employment Match summer experiences skills & market need/openings skills & market need/openings Retain self-sustaining wages self-sustaining wages
- 22. The WIB Roles?
Notes de l'éditeur
- Land Grant - The Morrill Acts funded educational institutions by granting federally controlled land to the states for the states to develop or sell to raise funds to establish and endow "land grant" colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of agriculture, science and engineering as a response to the industrial revolution and changing social class rather than higher education's historic core of classical studies.[1] Prior to enactment of the Morrill Act in 1862, Michigan State University was chartered as a state land-grant institution on February 12, 1855, as the Agricultural College of the State of Michigan, receiving an appropriation of 14,000 acres (57 km2) of state-owned land. The Farmers' High School of Pennsylvania, later to become Pennsylvania State University, followed as a state land-grant school on February 22 of that year. Smith-Hughes National Vocational Education Act of 1917 was an act of the United States Congress that promoted vocational agriculture to train people "who have entered upon or who are preparing to enter upon the work of the farm," and provided federal funds for this purpose. As such it is the basis both for the promotion of vocational education , and for its isolation from the rest of the curriculum in most school settings. New Deal – Unemployment Compensation, the Works Progress Administration (public sector employment), Civil Conservation Corps – unprecedented expansion of federal funding for job training CETA - The Comprehensive Employment and Training Act (or CETA , Pub.L. 93-203) is a United States federal law enacted in 1973 to train workers and provide them with jobs in the public service. The program offered work to those with low incomes and the long term unemployed as well as summer jobs to low income high school students. Full time jobs were provided for a period of 12 to 24 months in public agencies or private not for profit organizations. The intent was to impart a marketable skill that would allow participants to move to an unsubsidized job. It was an extension of the Works Progress Administration program from the 1930s. The Act was intended to decentralize control of federally controlled job training programs, giving more power to the individual state governments JTPA - The law was enacted to establish federal assistance programs to prepare youth and unskilled adults for entry into the labor force and to provide job training to economically disadvantaged and other individuals facing serious barriers to employment. In order to carry out its purpose, the law authorized appropriations for fiscal year 1983 and for each succeeding fiscal year to carry out adult and youth programs , federally administered programs , summer youth employment and training programs , and employment and training assistance for dislocated workers . FUNCTIONS OF PRIVATE INDUSTRY COUNCIL: Sec. 103.(a) It shall be the responsibility of the private industry council to provide guidance for, and exercise oversight with respect to, activities under the job training plan for its service delivery area in partnership with the unit or units of general local government within its service delivery area.
- The law seems to be clear that on youth, there is a presumption of contracting, but on Adults & Dislocated workers there is the ability of the Board to have a substantial amount of services covered by the One-stop consortium. So the “?” here is how does the Board want to handle service delivery at the one-stop?
- There are two roles that Boards play. On the one hand there is the “Legislative” role; what does the law tell me I must do and what decisions do I need to make in performing my mandate. The second role a WIB can play is that of “Leadership”. Leadership seems to inherently recognize that there is a workforce system and it is a complicated & messy thing that encompasses far more than the mandates in the Workforce Investment Act. How can the WIB help provide vision to the community in workforce issues? How does the WIB “see” these other systems that impact workforce development and how does the WIB interact? Provide support where needed? And not just financial support from WIA. The Board, recognizing the critical role of other systems, and respecting the work of other orgs can provide legislative support at budget time, make certain that accomplishments of others are recognized by the WIB and work to convene the community discussions that provoke a vision and action to achieve a world-class workforce.
- Identifying industry sectors that drive the local/regional economy and what is economic development investing in is step #1. Step #2 is to begin to examine how the workforce system responds to the human capitol needs of business - we create human capitol through these three (3) processes and so as we look at critical occupations we might want to know that the supply of labor to them is being taken care of - in a sense, in manf we look at the various processes in producing a part to determine if the part we are making “fits" long before final assembly. Same principle. This also helps WIBs decide if the skill they need can be “made” or if it needs “bought”. When Westinghouse decided to keep their nuclear power design & maintenance in western PA, Three Rivers WIB helped locate the engineering talent they needed. Some of that could be found in the universities in the region, but some had to be “found”. In following through the processes current & future needs could be met through planning and then working with all the players to meet the needs. (helping young people know about engineering & that schools had STEM as a significant part of their curriculum plans – Pittsburgh’s City Schools new technology high school – and that all the issues surrounding the need are thought through.
- WIBs are critical in the system and that means the appointments are critical Representatives of the “driver” industries are important WIBs could be the centerpiece of the industry sector initiatives in your region