How to align education policy to economic and workforce needs
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How to Align Education Policy To Economic and Workforce Needs. Bruce Vandal, Director of Postsecondary Education and Workforce Development. Assessing Student Supply and Economic/Workforce Demand . Student Supply. Economic and Workforce Demand. P-20 Education. PANEL #1.

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How to Align Education Policy To Economic and Workforce Needs

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How to Align Education Policy To Economic and Workforce Needs

Bruce Vandal, Director of Postsecondary Education and Workforce Development


Assessing Student Supply and Economic/Workforce Demand

Student Supply

Economic and Workforce Demand

P-20 Education


PANEL #1

Skills for a 21st Century Workforce and Assessment Systems to Measure Them


Key Principles

  • Content and skills should be embedded in the standards, assessments and curriculum at all education levels.

  • Standards and curriculum must be responsive to the skills that are in demand by the workforce


K-12

Math

Reading/ Writing

Science

Social Studies

21st Century

Learning

Innovation Collaboration

Postsecondary

General Education

Degree/Certificate

Job Related Industrial

Organizational

Technical

What Skills and Content?


Panelists

Gary Mainor, Executive Vice President Strategy & Business, Pearson

Stuart Kahl, CEO, Measured Progress, Inc.

Kathy Cox, State Superintendent of Schools, Georgia Department of Education

Larry Isaak, President, Midwestern Higher Education Compact


Panel #2

Developing Customized Delivery Models that Meet Student Needs and are Aligned with Workforce Demand


Key Principles

  • Student success should be competency based, not seat time

  • Curriculum delivery should be customized to ensure that students can achieve their education and career goals as efficiently and effectively as possible

  • Education data systems should be integrated with workforce data systems.


Pathways to Livable Wage Jobs

Workforce

Demand

Unemployment

Leave State

Enter Workforce

Earn Post-BA

Earn Certificate or

AA

Earn BA

College-Level Courses

College-Level Courses

Stop Out/Work

Remedial Courses

Remedial Courses

Workforce Training

Systems

Community College

Four-year College

HS Diploma

Dual Enrollment

Dual Enrollment

Workplace Training

Adult Basic Education/

ELL

Earn GED

High School

Drop Out


The Traditional Student Path

Workforce

Demand

Unemployment

Leave State

Enter Workforce

Earn Post-BA

Earn Certificate or

AA

Earn BA

College-Level Courses

College-Level Courses

Stop Out/Work

Remedial Courses

Remedial Courses

Workforce Training

Systems

Community College

Four-year College

HS Diploma

Dual Enrollment

Dual Enrollment

Workplace Training

Adult Basic Education/

ELL

Earn GED

High School

Drop Out


Uncredentialed Student Path

Workforce

Demand

Unemployment

Leave State

Enter Workforce

Earn Post-BA

Earn Certificate or

AA

Earn BA

College-Level Courses

College-Level Courses

Stop Out/Work

Remedial Courses

Remedial Courses

Workforce Training

Systems

Community College

Four-year College

HS Diploma

Dual Enrollment

Dual Enrollment

Workplace Training

Adult Basic Education/

ELL

Earn GED

High School

Drop Out


The Low-Skilled Worker Path

Workforce

Demand

Unemployment

Leave State

Enter Workforce

Earn Post-BA

Earn Certificate or

AA

Earn BA

College-Level Courses

College-Level Courses

Stop Out/Work

Remedial Courses

Remedial Courses

Workforce Training

Systems

Community College

Four-year College

HS Diploma

Dual Enrollment

Dual Enrollment

Workplace Training

Adult Basic Education/

ELL

Earn GED

High School

Drop Out


The Re-Tooled Worker

Workforce

Demand

Unemployment

Leave State

Enter Workforce

Earn Post-BA

Earn Certificate or

AA

Earn BA

College-Level Courses

College-Level Courses

Stop Out/Work

Remedial Courses

Remedial Courses

Workforce Training

Systems

Community College

Four-year College

HS Diploma

Dual Enrollment

Dual Enrollment

Workplace Training

Adult Basic Education/

ELL

Earn GED

High School

Drop Out


Panelists

Stephen Handel, The College Board

Lynn Malarz, National Education Association

Teresa Chasteen, World-Wide Interactive Network


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