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High Skill, High Wage, and High Demand and its Role in Perkins V.

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High Skill, High Wage, and High Demand

and its Role in Perkins V

The proposed cut of 13 percent from Perkins Title I current levels is based in part on insufficient data and programs that are not align with high-skill, high-demand occupations. The Occupational Supply Demand System (OSDS) system can provide consistent quality information at no cost to the state. You can utilize the high-skill, high-demand, and high-wage data to focus on programs that meet your state's criteria, prioritize pathway development, and provide documentation.

Kathy Wilkins Les Janis

Montana University System Georgia State University

NACTEI Conference

May 12, 2011

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Units of Analysis contain clusters of related occupations and training programs.

A Unit of Analysis is a starting point for comparing the relative abundance of trained workers related to the demand for those workers.

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OSDS contains national and state data:
  • Supply Indicators
    • Programs and Schools
    • Program Completers by Degree Level
    • Program Completers by School and Gender
    • Occupational Licensing Data and Information
  • Demand Indicators
    • Occupational Characteristics 
    • Occupational Projections
    • Wage Trends
    • Occupational Employment by Industry
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HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS

PLANNING AND REPORTING REQUIREMENTS – PERKINS IV

There are many references to “high-skill, high-wage or high-demand occupations” as contained in the State Plan Guide, in the Consolidated Annual Report Instrument and Instructions pertaining to the Carl D. Perkins Career and Technical Education Act of 2006.

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HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS

  • PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
  • Guide for the Submission of State Plans
  • II. PROGRAM ADMINISTRATION
    • A. Statutory Requirements (excerpted from full list)
      • 2. You must describe the career and technical education activities to be assisted that are designed to meet or exceed the State adjusted levels of performance, including a description…
        • (f) The criteria that you will use to approve eligible recipients for funds under the Act, including criteria to assess the extent to which the local plan will…
          • i. Promote continuous improvement in academic achievement;
          • ii. Promote continuous improvement of technical skill attainment; and
          • iii. Identify and address current or emerging occupational opportunities;
        • (h) How such programs will prepare career and technical education students, including special populations, academically and technically for opportunities in postsecondary education or entry into high-skill, high-wage, or high-demand occupations in current or emerging occupations, and how participating students will be made aware of such opportunities;
        • (i) How funds will be used to improve or develop new career and technical education courses…
          • i. At the secondary level that are aligned with rigorous and challenging academic content standards and student academic achievement standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as amended;
          • ii. At the postsecondary level that are relevant and challenging; and
          • iii. That lead to employment in high-skill, high-wage, or high-demand occupations;
      • 9. You must describe how career and technical education in your State relates to your State’s and region’s occupational opportunities. [Sec. 122(c)(16)]
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HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS

  • PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
  • Guide for the Submission of State Plans (continued)
  • III. PROVISION OF SERVICES FOR SPECIAL POPULATIONS
  • A. Statutory Requirements
    • 1. You must describe your program strategies for special populations listed in Section 3(29) of the Act, including a description of how individuals who are members of the special populations—
      • (a) Will be provided with equal access to activities assisted under the Act.
      • (b) Will not be discriminated against on the basis of their status as members of special populations; and
      • (c) Will be provided with programs designed to enable the special populations to meet or exceed State adjusted levels of performance, and how you will prepare special populations for further learning and for high-skill, high-wage, or high-demand occupations. [Sec. 122(c)(9)(A)-(C)] You must describe how funds will be used to promote preparation for high-skill, high-wage, or high-demand occupations and non-traditional fields. [Sec. 122(c)(18)]
  • IV. ACCOUNTABILITY AND EVALUATION
    • C. Procedural Suggestions and Planning Reminders
      •  Your State is responsible for identifying, using national, state, or regional data, the occupations or professions that it will classify as high-skill, high-wage, or high-demand. See section 113(b)(2)(B)(iv). The U.S. Department of Labor, Bureau of Labor Statistics, offers a wealth of information and data to assist States in this effort. See http://www.bls.gov/home.htm, as well as the Department’s Web site at http://www.edcountability.net.
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HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS

  • PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
  • Consolidated Annual Report (CAR)
  • Narrative
  • 1. Implementation of State Leadership Activities
    • Section 124(b) and (c) of Perkins IV describe the required and permissible uses of State leadership funds,
    • respectively. Provide a summary of your State’s major initiatives and activities in each of the required areas, as
    • well as any of the permissible areas that your State has chosen to undertake during the program year.
    • a. Required Uses of Funds (excerpted from complete list)
      •  Providing preparation for non-traditional fields in current and emerging professions, and other activities that expose students, including special populations, to high skill, high wage occupations, except that one-day or short-term workshops or conferences are not allowable.

 Providing support for programs for special populations that lead to high skill, high wage and high demand occupations.

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HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS

  • PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
  • Consolidated Annual Report (CAR)
  • Performance Reports
  • Definitions: Gender, Racial/Ethnic and Special Populations
  • In completing the [Performance] forms, each State must use the definitions for the race, ethnicity, special populations, and other student categories as described below.
  • Special Populations and Other Student Categories Described in NCLB
  • Unless otherwise noted, the following categories and definitions are described in section 3 of Perkins IV.
    • Nontraditional Fields: Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.
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OSDS contains:
  • High-Demand, High-Wage, and High-Skill Occupations
    • Carl D. Perkins Career and Technical Education Improvement Act of 2006
    • State-specific methodology and criteria
    • Links to Supply/Demand Indicators
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With questions or comments, or to include your state’s high-demand, high-wage, and high-skill occupation criteria in OSDS, please contact:

    • Les Janis, Director
    • Georgia Career Information Center
    • Georgia State University
    • Desk: (404) 413-1715
    • Email: lesjanis@gsu.edu
    • Websites: www.gcic.peachnet.edu
    • www.occsupplydemand.org