A: The Promoting Innovations to 21st Century Careers Act creates a $930 million federal grant program designed to spark discussions about careers available in communities across the country – and then to help identify and create ways to prepare interested students to pursue those careers.
return to topA: State and regional leaders in education, business, labor, and workforce could apply for grants to create partnerships, study the workforce needs in their communities, and develop programs that prepare students to be successful in those careers.
The act encourages these groups to go on to use the grants to create and invest in a variety of hands-on programs that give students a chance to experience what it’s like to work in fields they are interested in – and prepare them for high school graduation and further education, including registered apprenticeships. Those opportunities could include:
The idea is to engage students’ interest in a wide array of potential careers, and ensure they have access to coursework and real-world experiences that will position them to pursue jobs in those fields.
return to topA: The bill creates a new National Academic and Career Innovation Center under an agreement with the Education, Labor and Commerce departments. The center would have the authority and the flexibility to develop coherent and comprehensive strategies across disciplines to better prepare America’s future workforce and galvanize the resources to evaluate, document, and inform every stakeholder about results.
return to topA: Each grant recipient will be required to report to the National Academic and Career Innovation Center. The center will evaluate the success of the grantees’ efforts based on whether students are:
The evaluation will determine whether a grantee gets a renewal or an extension.
In addition, the center will help collect a record of best practices and help other regions put those activities in place.
return to topA: The bill brings together educators, and industry, workforce, and economic development leaders to identify in-demand careers and then help interested students enter those fields by creating “career pathways.” In essence, career pathways are the set of academic and career-related courses and services students could participate in. Under the bill, the goals are to:
A: No. Student participation is completely voluntary, as is the participation of states and regions.
return to topA: Career pathways should be designed to provide a broad array of academic and career opportunities with the recognition that most high school students will change their minds. Students will have access to quality information about postsecondary education and career options available to them and will acquire the skills they need to take advantage of those options.
return to topA: Yes. Any state can choose to apply – either for a one-year planning grant to develop a strategy for career pathways; or, if the state partnership already has such a strategy in place, it can apply for a five-year implementation grant.
return to topA: Regions define their boundaries in plans they submit to the state partnership for approval. Regions might choose a natural labor market as their boundary, or a workforce development area, an economic development area, or even a consortium of school districts. Regions can cross state boundaries, but they must work out how education activities will be coordinated despite state differences.
return to topA: No. Rather than create a new structure, states and regions are encouraged to build on what works best for them by adopting existing partnerships such as P-16 or P-20 councils, workforce investment boards, economic development councils, and business-education partnerships that include key stakeholders in career pathway development.
return to topA: Recent studies show that young adults need similar skills sets to succeed in college and on the job. In addition to streamlining the transition from high school to postsecondary education and careers, pathways integrate rigorous academic and career learning so that high school students reach high academic standards while learning about real-world applications. High school age youth also will learn more about the career options available to them, particularly in thriving industries that hold real promise for quality jobs.
return to topA: Not necessarily. Most high-wage jobs require some postsecondary education. Some economists estimate that by 2012 there will be a shortage of more than 7 million workers with an associate degree or higher. Education pays – studies show that adults with higher degrees earn more money.
return to topA: One of the critical goals of this bill is to ensure that young people graduate from high school, enter postsecondary education, and acquire a degree or industry-recognized credential. While postsecondary education is critical to any young person’s success in building a family-supporting career over the long term, careers in high-skill, high-demand industries require varying types of postsecondary credentials. The bill also helps students learn about the educational requirements and options for high-skill, well-paying careers by providing them with quality career-related information and exploration opportunities. It also supports a rigorous, more-engaging high school experience so that young people are prepared to succeed in postsecondary education and are equipped with the skills they need to take advantage of a dynamic economy.
return to topA: Youth who have dropped out of school often need a structured and engaging learning experience to successfully reenter high school and attain their diploma. Career pathways provides that experience. The bill requires that regional partnerships develop a way to allow students who have dropped out to participate in pathways. And it asks regional partnerships to include existing community services to help at-risk students. In addition, partnerships are encouraged to create one-on-one mentorships between these young people and responsible, caring adult role models in their communities.
return to topA: Preparing future generations of highly educated and skilled individuals means addressing complex education, employment and social challenges, and that generally requires many stakeholders and partners. This bill encourages collaboration among state and regional stakeholders and partners to align relevant programs authorized under each separate piece of legislation and to leverage resources around common goals – something that is very difficult to achieve under an individual program. This initiative complements and builds upon each of the current programs. It does not reauthorize any of these or other federal laws; rather it aims to build bridges between the programs to help students transition smoothly from high school to postsecondary education and into skilled careers.
return to topA: Promoting Innovations to 21st Century Careers is not School to Work. The legislation does not involve career majors, nor is it intended for every student. It does, however, take several lessons about what worked from the program:
As state and regional partnerships approach the end of their grants, they will fund increasingly larger portions to sustain the initiative.
return to topA: Today’s workforce needs are evolving as a result of the global economy. Employers say they cannot find enough American workers trained to fill the jobs available. Focusing career pathways on high-skill, high-demand careers not only will improve the U.S. economy by increasing America's skilled workforce, but it will also prepare youth for sustainable and family-supporting careers in thriving industries. Students, workers and industry win in the long run with this approach.
return to topA: Career pathways ultimately provide businesses and employers with better-prepared workers who have the skills and credentials necessary to be successful in their careers. This proposal seeks to help businesses – particularly those that lack high-skill, high-demand workers – find skilled workers without having to look beyond our own country and communities. This proposal ensures that businesses are included in the discussion about the skills students need in the 21st century workforce and how to help them get those skills.
return to topA: This bill encourages and supports innovation from the ground up, and it brings key stakeholders to the table, including representatives from secondary education, postsecondary education, workforce development, labor, business, and economic development. To increase the sustainability of pathways initiatives, states and regions are encouraged to build upon existing successful partnerships. The bill encourages the mutual commitment and accountability of all stakeholders to make pathways a success, which should increase the likelihood of sustaining practices that work.
return to topA: Professional development on career pathways and related activities must be coordinated with existing professional development efforts to avoid unnecessary duplication.
return to topA: While this bill focuses on young adults, pathways can benefit many workers, especially those who are low-skilled or low-earning. This concept can also enhance future conversations on workforce development.
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