How to align education policy to economic and workforce needs
This presentation is the property of its rightful owner.
Sponsored Links
1 / 14

How to Align Education Policy To Economic and Workforce Needs PowerPoint PPT Presentation


  • 59 Views
  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

How to Align Education Policy To Economic and Workforce Needs

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


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

Assessing Student Supply and Economic/Workforce Demand

Student Supply

Economic and Workforce Demand

P-20 Education


Panel 1

PANEL #1

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


Key principles

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


What skills and content

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

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

Panel #2

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


Key principles1

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

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

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

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

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

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


Panelists1

Panelists

Stephen Handel, The College Board

Lynn Malarz, National Education Association

Teresa Chasteen, World-Wide Interactive Network


  • Login