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How to Align Education Policy To Economic and Workforce Needs

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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  1. How to Align Education Policy To Economic and Workforce Needs Bruce Vandal, Director of Postsecondary Education and Workforce Development

  2. Assessing Student Supply and Economic/Workforce Demand Student Supply Economic and Workforce Demand P-20 Education

  3. PANEL #1 Skills for a 21st Century Workforce and Assessment Systems to Measure Them

  4. 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

  5. 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?

  6. 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

  7. Panel #2 Developing Customized Delivery Models that Meet Student Needs and are Aligned with Workforce Demand

  8. 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.

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. Panelists Stephen Handel, The College Board Lynn Malarz, National Education Association Teresa Chasteen, World-Wide Interactive Network

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