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Career Pathways in Disparate Industry Sectors to Serve Underserved Populations in the U.S. Debra D. Bragg, University of Illinois. Political Backdrop. American Recovery and Reinvestment Act ( 2009 ) Ask : American Graduation Act - $12B Receive: - PowerPoint PPT Presentation
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Career Pathways in Disparate Industry Sectors to Serve
Underserved Populations in the U.S.
Debra D. Bragg, University of Illinois
Political Backdrop• American Recovery
and Reinvestment Act (2009) Ask: American Graduation Act - $12B
• Receive: • Trade Adjustment
Community College Career Training Act (TAACCCT)- $2B
• “First in the World” – new $75M annual investment
Community College Summit White House, October 2010
Community colleges are “one of the keys to the future of our country. We are in a global competition to lead in the growth industries of the 21st century. And that leadership depends on a well-educated, highly skilled workforce” (The White House, 2011, p. 11).
OECD, 2014
“Growth”
es
OECD (2014):• Income inequality high in the U.S.• Middle class and disadvantaged
families “struggling with changing job market”
• High cost of education and health care
5.85.2
4.7 4.45.1
8.7
9.99
8.27.5
6.7
US Unemployment Rate - 2004 - 2014
2004 2014
US Department of Labor, Bureau of Labor Statistics (2014)
5.85.2 4.7 4.4
5.1
8.79.9
98.2
7.56.7
US Unemployment Rate - 2004 - 2014
2004 2014
8.7M Jobs lost
2010
US Department of Labor, Bureau of Labor Statistics (2014)
5.85.2
4.7 4.45.1
8.79.9
98.2
7.56.7
US Unemployment Rate - 2004 - 2014
2004 2014
8.7M Jobs Lost
2010
22% Jobs Still Not Recovered
“Jobless Recovery”
What’s the Problem?Middle Skills Gap
vs
Job Polarization
Mismatch between skills and
jobs “Hollowing out” of middle skill jobs
The SolutionMiddle Skills Gap
vs
Job Polarization
Mismatch between skills and
jobs “Hollowing out” of middle skill jobs
Education and Training
Job Creation
Career PathwaysFoundations• Breaking Through• Accelerating
Opportunity• Shifting Gears• Alliance for Quality
Career Pathways
Feds• Career-Technical Ed
(CTE), US Dept. of Ed
• Employment & Training Admin (ETA), US Dept. of Labor
• TAACCCT (DOL w/DOE)
Education & Training Job Creation
• Labor market analysis (assess demand)
• Education and employer partnerships
• Engagement of Workforce Investment Boards
• Engagement of employers
• Work-based learning (paid and unpaid)
• Competency-based education and assessment (mobile credits)
• Accelerated instruction• Credit for prior
learning• Online and technology-
enhanced learning• Stackable credentials• Intrusive student
support• Articulation and
transfer• Integrated systems
Preliminary Findings – Two TAACCCT Consortia (16 colleges,
9 states)• Design: Bridges, pathways, and stackable
credentials, mostly to sub-baccalaureate level• Strategies: competency-based, acceleration,
contextualization, intrusive advising, etc.• Participants:
– 31-34 years old– 40% racial/ethnic minority– 30% Pell– 70% part-time enrolled– Over 50% working (any job)
Preliminary Results (Aft 2 Years)Health Care Consortium (9 CCs)
• Enrollment exceeds target by nearly 300% – Target: 2250, Enrollment: 6317
• Contextualized remedial reform: 2 colleges only
• Core competency-based reform: 3 colleges only
• All CCs report high credit attainment rate– Explanation: Intrusive support services
• Credential attainment: 2 meet target; 2 close
• Employment: Unknown (only 1% recorded so far)
Consortium Scorecard, June 2014
TAACCCT career pathways focus on middle-skill gap, but will they lead to jobs?
Unanswered Questions• Do career pathways lead to middle-skill jobs?
• Is individual social mobility enhanced?
• Does public policy lead to economic growth?
Contact Debra Bragg, Gutgsell Endowed
ProfessoroUniversity of Illinois at Urbana-
Champaign [email protected] OCCRL.illinois.edu*I wish to thank my colleagues at OCCRL for their support, and I also want to acknowledge the U.S. Department of Labor TAACCCT program and many others involved in TAACCCT who have offered generous funding and support to make this work possible.