ERIC ED448317: The Workforce Investment Act and CTE [Career and Technical Education]. In Brief: Fast Facts for Policy and Practice No. 6.

6 Pages·2000·0.12 MB·English

by  ERIC

DOCUMENT RESUME
CE 081 088
ED 448 317
AUTHOR
Wonacott, Michael E.
The Workforce Investment Act and CTE [Career and Technical
TITLE
Education]. In Brief: Fast Facts for Policy and Practice No.
6
National Dissemination Center for Career and Technical
INSTITUTION
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PUB DATE
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Accountability; Admission Criteria; Adult Basic Education;
DESCRIPTORS
Adult Education; Adult Learning; Career Counseling; Career
Development; Career Planning; Comparative Analysis;
Counseling Services; *Delivery Systems; Dislocated Workers;
Educational Finance; Educational Legislation; *Employment
Services; *Federal Legislation; Financial Support;
Government Role; Job Training; *Labor Force Development;
Lifelong Learning; Postsecondary Education; Program
Administration; Program Design; Program Evaluation; Program
Implementation; *Public Policy; Secondary Education;
Vocational Education; Youth Programs
Individual Training Accounts; Job Training Partnership Act
IDENTIFIERS
Amendments 1992; *Workforce Investment Act 1998
ABSTRACT
In July 2000, the Workforce Investment Act (WIA) of 1998
officially replaced the Job Training Partnership Act (JTPA). WIA requires
individual assessment of skill levels and service needs and development of an
individual service strategy for each youth participant. WIA requires all
youth programs to make 10 program elements available to all participants.
These elements are tutoring, study skills, instruction leading to secondary
school completion, alternative secondary school services, summer employment
linked to academic and occupational learning, paid and unpaid work
experiences, occupational skill training, leadership development, supportive
services, adult mentoring, follow-up services for at least 12 months after
participation, and comprehensive guidance and counseling. Unlike JTPA, WIA
eliminates economic disadvantage as an eligibility criterion for adult and
dislocated worker services. Instead, the following levels of services for
adults are to be accessed sequentially: core services; intensive services;
and training services. WIA's governance structure includes a state work force
investment board and a local work force investment board for each designated
local area. Consistent with the performance-based approach in the Government
Performance and Results Act, WIA emphasizes outcomes rather than inputs,
results rather than process, and continuous improvement rather than
management control. Under WIA, service providers deliver youth services under
competitive grants or contracts. With only limited exceptions, one-stop
Reproductions supplied by EDRS are the best that can be made
from the original document.
training services are delivered through a system of individual training
accounts.
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
The Workforce Investment Act and CTE
In Brief: Fast Facts for Policy and Practice
No. 6
Michael E. Wonacott
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
National Dissemination Center for Career and Technical Education
The Ohio State University
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Columbus, OH 43210-1090
BEST COPY AVAILABLE
klatch:Dna° EDOssengnatOon Center
Tor Career & lreelionneaD EducatIon
2000
by Michael E. Wonacott
no. 6
Fast Facts for Palm and Practice
The Workforce Investment Act and CTE
performance outcomes, One-Stop activi-
Follow-up services for not less than 12
On July 1, 2000, the Job Training Partner-
ties, filing claims for Unemployment In-
months after participation
ship Act UTPA) was officially repealed and
surance, and supportive services) or they
Comprehensive guidance and counsel-
replaced by the provisions of the Workforce
may be counselor-assisted services (e.g., in-
Investment Act (WIA) of 1998 (Training
ing, which may include drug and alco-
take, orientation to the One-Stop system,
hol abuse counseling and referral
and Employment Guidance Letter [TEGL]
initial assessment, job search and job place-
No. 3-99 2000a). The differences in theme
ment, career counseling, establishing eli-
and detail between JTPA and WIA have
In line with youth development theory and
practices (National Youth Employment
gibility assistance through other programs,
important implications for career and tech-
Coalition 1999), WIA prescribes more
and follow-up services).
nical education (CTE) at both the second-
basic outcomes for youth (attainment of
ary and postsecondary levels.
Intensive services may be provided to
work readiness, occupational skills, and
employment) than for adults (both em-
adults and dislocated workers who are (1)
[Youth Services
ployment and attainment of educational
unemployed and unable to obtain employ-
ment through core services or (2) em-
and occupational credentials) (Kaufman
JTPA had two separate youth funding
ployed but who need additional services
and Wills 1999). The clear intent of WIA
streams, disadvantaged youth and summer
(TEGL No. 3-99) is to move away from
to obtain or retain employment that allows
youth, with the summer youth stream re-
short-term interventions and toward the
for self-sufficiency. Intensive services in-
ceiving by far the larger funding (Employ-
clude assessment of skill levels (i.e., diag-
long-term development of young people.
ment and Training Administration [ETA]
nostic testing), development of an indi-
1998b). WIA replaces these with a single
vidual employment plan, group and indi-
Implications for CTE. Secondary CTE
youth funding stream. Programs must pro-
vidual counseling, career planning, case
programs that wish to provide WIA youth
vide summer employment opportunities
management, and short-term prevoc-
services must accommodate the great
linked to academic and occupational
changes in theme and detail introduced
ational services.
learning, but the mix of year-round and
by WIAfocus on long-term develop-
summer activities is left to local discretion.
Training services may be provided to indi-
ment rather than short-term intervention;
Eligible persons are low-income youth ages
viduals who meet the eligibility require-
summer employment as only one part of
14-21 who face one or more of six barriers
an integrated, year-round program to in-
ments for intensive services but are unable
to school completion or employment: de-
to obtain or retain employment through
crease youth's work readiness, occupa-
ficient in basic literacy skills; school drop-
intensive services. Training services must
tional skills, and employment; provision (or
out; homeless, runaway, or foster child;
be directly linked to occupations in de-
contract with another provider for provi-
pregnant or a parent; offender; or requires
mand in the local area or in another area
sion) of all 10 required program elements;
additional assistance to complete an edu-
to which the participant is willing to move.
assessment of each youth's skills levels and
cational program or to secure and hold
service needs; development of an indi-
employment. Older youth, ages 19-21, can
Implications for CTE. Community and
vidual service strategy for each youth; and
also be served simultaneously under the
technical colleges that provide CTE pro-
limits on funding devoted to non-low-in-
adult funding stream.
grams (Feldman 1998) should note that
come and in-school youth.
training services are the last resort; WIA
WIA requires individual assessment of skill
has a clear emphasis on placing adults and
Adult and Dislocated Worker
levels and service needs and development
dislocated workers in employment as
Services
of an individual service strategy for each
quickly as possible, with the least inten-
youth participant. WIA requires all youth
sive intervention needed for placement.
programs to make 10 program elements
Unlike JTPA, WIA eliminates economic
However, intensive services such as assess-
disadvantage as an eligibility criterion
available to each participant (ETA 1998a):
ment, counseling, and prevocational edu-
(ETA 1998a). Instead, three levels of ser-
cationprovided by many community and
Tutoring, study skills, and instruction
vices for adults and dislocated workers
technical colleges under JTPAremain an
leading to completion of secondary
(and youth aged 19-21 receiving services
integral part of the WIA system.
school
under adult funding) are to be accessed
Alternative secondary school services
sequentially. More extensive levels of ser-
Governance and Structure
Summer employment opportunities
vice are for individuals unable to obtain
that are directly linked to academic
employment through the more basic ser-
WIA's governance structure includes a
and occupational learning
vices.
State Workforce Investment Board and a
Paid and unpaid work experiences, in-
Local Workforce Investment Board for
cluding internships and job shadowing
Core services are available to all as a life-
each designated local area (Feldman
Occupational skill training
time community resource to enhance in-
1998). The majority of members on both
Leadership development opportunities
dividuals' job skills as they move up the
boards must be business representatives.
Supportive services
career ladder. They may be self-service
In addition, the state board must include
Adult mentoring
(e.g., accessing information on the labor
representatives of individuals and organi-
market, eligible training providers, local
3
Core indicators measure participant out-
zations that have experience in work force
Training Accounts; in effect, eligible par-
comes (TEGL No. 7-99). One set is ap-
development, including chief executive of-
ticipants receive vouchers and decide for
ficers of community colleges. The local
plied to younger youth (ages 14-18): di-
themselves which training to purchase (fol-
ploma or equivalent attainment rate, skill
board must include representatives of edu-
lowing stated guidelines) from which train-
cation providers, One-Stop partners, and
attainment rate, and retention rate (e.g.,
ing provider.
providers of adult education and literacy
in advanced training or apprenticeships).
Implications for ca. Eligible training
services. Each local board appoints a sub-
Another set is applied separately to adults
group of its own members as the Local
and dislocated workers: entered employ-
providers are required to furnish One-Stop
Youth Council.
ment rate, employment retention rate af-
operators with information on their train-
ter 6 months, earnings change after 6
ing programs and outcomes for program
months, and educational/occupational
Local boards also designate operators of
participants; One -Stop operators then
One -Stop Centers, which may include
credential rate upon employment. The
make that information available to partici-
same set of adult/dislocated worker indi-
postsecondary educational institutions and
pants, who use it to make informed choices
secondary area vocational education
about which qualified training program
cators also applies to older youth (ages 19-
schools, and enter into Memoranda of
21) served under the adult funding stream,
best meets their individual needs. As train-
Understanding with One-Stop Partners,
except that the educational/occupational
ing providers, CTE providers will need to
credential rate applies upon entry into
which must include postsecondary institu-
ensure not only that they furnish One-Stop
tions providing vocational education ac-
Operators with required information but
postsecondary education, advanced train-
ing, or employment. Participants served
tivities under the Perkins Act. Local boards
also that One-Stops in turn provide accu-
rate and current information to partici-
under more than one funding stream are
identify providers of training services, the
third and most intensive level of adult and
counted in each applicable indicator.
pants.
dislocated worker services. All postsecond-
ary institutions certified under the Higher
Implications for CTE. CTE providers who
References
Education Act and providing programs
provide youth services under WIA must
that lead to 2- or 4-year degrees or certifi-
provide information on the three core in-
Brown, D. E. Advancing Youth Development
Practices under the Workforce Investment
cates are eligible as training providers for
dicators for younger youth; those who pro-
Act. Washington, DC: National Youth Em-
an initial period of no more than 1 year;
vide training services for adults must pro-
ployment Coalition, 1999. <www.nyec.org/
continuing eligibility depends on meeting
vide information on the four core indica-
yd&wia.htm>
or exceeding performance criteria.
tors for adults, and so on. CTE providers
Employment and Training Administration. Imple-
menting the Workforce Investment Act of
may need to develop the capacity to col-
1998. Washington, DC: ETA, U.S. Depart-
Implications for CTE. WIA's provisions
lect and report performance information
ment of Labor, 1998a. (ED 427 177)
for governance and structure allow plenty
in order maintain eligibility after the ini-
Employment and Training Administration.
of opportunity for involvement of CTE
tial period. In particular, postsecondary
Workforce Investment Act of 1998. Washing-
providers, especially at the postsecondary
educational institutions may find it diffi-
ton, DC: ETA, U.S. Department of Labor,
1998b. (ED 425 334)
level (ibid.), as eligible members of state
cult to use Unemployment Insurance in-
Feldman, L. The Workforce Investment Act: Im-
or local boards and Local Youth Councils,
formation to identify employment, earn-
plications for Community Colleges. Washing-
ings, and retention outcomes of adults,
as eligible One-Stop operators, and as eli-
ton, DC: American Association of Commu-
dislocated workers, and older youth
gible providers of youth, core, and/or in-
nity Colleges, 1998. <www.aacc.nche.edu/leg/
tensive services. At the very least, CTE
docs/WIA.htm>
(Feldman 1998); they may wish to take
Kaufman, B. A., and Wills, J. L. User's Guide to
providers should develop and maintain
advantage of provisions in WIA for help
the Workforce Investment Act of 1998. Alex-
in meeting extraordinary costs.
contact with local boards, Youth Councils,
andria, VA: Association for Career and Tech-
and One-Stop operators to make their in-
nical Education, 1999. (ED 435 808)
terest in WIA activities known and pro-
Postsecondary institutions should also take
National Youth Employment Coalition. Lessons
Learned from 51 Effective Youth Employment
mote their services.
full advantage of the requirement that gov-
Initiatives. Washington, DC: NYEC, 1999.
ernors solicit recommendations on state-
(ED 437 447)
Providers and Performance
wide performance levels from service pro-
Training and Employment Guidance Letter No.
viders in the state and take them into ac-
Accountability
3-99. Washington, DC: U.S. Department of
Labor, 2000a. <wdr.doleta.gov/directives>
count in setting state performance levels
Training and Employment Guidance Letter No.
Finally, the possibility of local
(ibid.)
Consistent with the performance-based
.
7-99. Washington, DC: U.S. Department of
boards adjusting statewide performance
approach in the Government Performance
Labor, 2000b. <wdr.doleta.gov/directives>
levels upward means that CTE providers
and Results Act (ETA 1998a), WIA em-
will want to play an active role in local de-
phasizes outcomes rather than inputs, re-
The work reported herein was supported under the
cision making.
sults rather than process, and continuous
National Dissemination Center for Career and Tech-
improvement rather than management
nical Education, PR/Award (No. V051A990004) as
Individual Training Accounts
administered by the Office of Vocational and Adult
control. To implement those goals, WIA
Education, U.S. Department of Education. However,
sets up a system of performance indicators,
the contents do not necessarily represent the posi-
including core indicators and customer
Under WIA (ETA 1998a), youth services
tions or policies of the Office of Vocational and Adult
are delivered by service providers under
satisfaction indicators, which are identified
Education or the U.S. Department of Education, and
competitive grants or contracts; One-Stop
in the legislation. Each state negotiates an
you should not assume endorsement by the Federal
core services and intensive services may
acceptable level of statewide performance
Government.
be delivered by One -Stop operators or
on each core and customer satisfaction
NATIONAL
partners or under contract with service
indicator with the Secretary of Labor; each
DISSEMINATION
state than negotiates local performance
providers. However, with only limited ex-
ceptions, One-Stop training services are
levels with each local area.
CENTER
delivered through a system of Individual
CAREER & TECHNICAL EDUCATION
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