5,040 results on '"labor legislation"'
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2. The Young Worker and the Law: A Guide for l4-18 Year Olds.
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Pontiac City School District, MI. Dept. of Research and Evaluation. and Davidson, Sandra
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This guide was developed for young people who are employed or who are seeking employment. Written in an informal, easy-to-read style, it provides steps in obtaining employment and explains young people's rights and responsibilities as beginning employees. The contents provide information about social security requirements, work permits, wages, taxes, insurance, working hours, hazardous occupations, cooperative education, and work study. Sample work application and letter forms are also included along with a glossary of helpful terms. (NJ) more...
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- 2024
Catalog
3. Labor Relations for Managers of Small and Medium-Sized Cities. Modules 1-7. Instructor's Manual. The Urban Management Development Project. National Training and Development Service, Package VIII.
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Case Western Reserve Univ., Cleveland, OH. School of Management. and Alfred, Theodore M.
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This teacher's manual accompanies a course on labor relations for managers of small and medium-sized towns. Seven instructional modules are included. Module 1 provides an introduction to the curriculum, including an overview of the content/course methodology and a discussion of the industrial relations function. Module 2 discusses the methodology of collecting and evaluating data by focusing on the following topics: information and its role in negotiations; strategy and assessment of information needs in a competitive labor market; and making information available. Collective bargaining and public policy are covered in module 3, which includes such topics as resolution of conflict in labor management relations and the role of federal and state law in public sector labor relations. Strategy and tactics of the bargaining process are presented in module 4. Module 5 discusses how to live under agreements by discussing management decisions and actions for effective implementation of the agreement as well as the due-process clause of labor relations. Local policy considerations are covered in module 6, and module 7 contains special case studies. Each module contains the following elements: overview, objectives, instructor's notes, lecture outline, lecture/discussion topics, lecture materials, resources and references, and materials to be distributed. (BM) more...
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- 2024
4. Building a Stronger Workforce: Federal Spending on Postsecondary Education and Training
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Progressive Policy Institute (PPI), Associated General Contractors of America (AGC), Taylor Maag, and Tamar Jacoby
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America's labor market presents a paradox. Although the unemployment rate is just 3.9%, there are more jobs open than people who can fill them. Nationwide, there are roughly 68 workers for every 100 open jobs. Many factors contribute to this workforce shortage, but one of the most significant is a growing skills gap -- millions of workers across the economy are unprepared for in-demand employment opportunities. In construction and other industries, employers are hurting, desperate for talent, and looking for innovative ways to attract people to open positions. Recent data from the Bureau of Labor Statistics (BLS) show that the construction industry currently has 407,000 job openings. This shortage is expected to grow, with a projected need for 723,000 workers annually due to economic expansion, worker retirements, and the changing skill needs driven by energy transitions and technological advancements. Some 88% of construction firms report having a hard time finding workers to hire. To address this challenge, employers in construction and other industries are investing in workforce development -- working to ensure current and future workers have the skills needed to succeed in high-demand careers. But employers can't do it alone. And although federal funding is available to support skill development, it is not nearly enough. Just $28.2 billion out of a total $139.5 billion allocated annually for postsecondary education and training is spent on workforce development. This policy brief estimates current federal spending on postsecondary workforce education and training and compares these funding levels to funding for traditional academic programs. This brief explores how investment in workforce education today compares to in investment in recent decades. Finally, it offers examples of how four states are investing in workforce education and offers policy recommendations for stakeholders and policymakers to consider for the future. [This report was co-produced by Procore with support from the Construction Advocacy Fund.] more...
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- 2024
5. Strengthening WIOA: Improving Outcomes for Jobseekers, Employers, and Taxpayers. Hearing before the Subcommittee on Higher Education and Workforce Development of the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Eighteenth Congress, First Session (September 20, 2023). Serial No. 118-23
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US House of Representatives. Committee on Education and the Workforce, Subcommittee on Higher Education and Workforce Development
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This document records testimony from a hearing held to examine on improving outcomes for jobseekers, employers, and taxpayers by strengthening the Workforce Innovation and Opportunity Act (WIOA). Member statements were presented by: (1) Honorable Burgess Owens, Chairman, Subcommittee on Higher Education and Workforce Development; and Honorable Frederica Wilson, Ranking Member, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Scot B. Sanders, President and Chief Executive Officer, National Association of State Workforce Agencies; (2) Rya Conrad-Bradshaw, Vice President, Corporate Markets, Cengage Group; (3) Roderick ''Rick" Beasley, Executive Director, South Florida Workforce Investment Board; and (4) Mason M. Bishop, Nonresident Fellow, American Enterprise Institute. Additional submissions were presented by: (1) Chairman Owens: (a) Letter dated September 20, 2023 from the Littler WorkPlace Policy Institute; (b) Letter dated September 20, 2023 from the Society for Human Resource Management; and (c) Letter dated September 26, 2023 from the National Retail Federation; (2) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon: Letter dated September 20, 2023 from the American Federation of State, County and Municipal Employees; and (3) Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands: Statement for the Record. more...
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- 2024
6. Collaborative Assessment Guide for Transition Planning
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National Technical Assistance Center on Transition (NTACT), M. Stoehr, M. Diehl, M. Morningstar, D. Rowe, B. K. Simmons, C. Fowler, D. Lattin, J. Vicchio, and E. Wall
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The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for transition planning and service delivery. The set of resources which make up the CAG includes sections designed for students and families. It also includes a supplement to highlight the assessment requirements of the Individuals with Disabilities Education Act (IDEA, 2004) and the Rehabilitation Act of 1973 (Rehab Act), as amended by title IV of the Workforce Innovation and Opportunity Act (WIOA) as well as a supplement of Definitions referenced throughout. Finally, it includes a supplement of sample assessment tools. The assessment process for identifying post-school goals and relevant transition services for students and youth consists of six separate but interconnected processes: (1) Determining What to Assess; (2) Determining Stakeholders; (3) Selecting Appropriate Assessments; (4) Conducting Assessments; (5) Reviewing Assessment Results; and (6) Using Assessment Data. more...
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- 2024
7. The Tables Have Turned: The New Landscape for Collective Bargaining in Michigan Schools
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Mackinac Center for Public Policy and Steve Delie
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The tables have turned on Michigan's public school boards and other school officials. As a result of changes to the state's labor law in 2023, school districts face the risk of losing some authority to determine who should be teaching in their classrooms. Teachers unions are empowered once again to demand districts treat teachers as if they are interchangeable widgets, basing all decisions related to promotion, placement and pay on seniority. School officials have not had to bargain over these issues for more than a decade but will suddenly find themselves facing these concerns again. The report reviewed the teachers union contracts in the 200 largest school districts in Michigan, which enroll about 70% of the public school students in the state. It reveals that some districts have automatic revival language in their contracts, which will make the changes to collective bargaining take immediate effect. It also assesses how thoroughly districts complied with the 2011 reforms and offers suggestions for school officials to deal with this new bargaining reality. It concludes by suggesting school districts review their existing contracts, familiarize themselves with previously prohibited terms, and negotiate firmly to preserve contract terms that prioritize improving teacher effectiveness and educational outcomes rather than union priorities such as reestablishing seniority-based rules. more...
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- 2024
8. The State of Working Pennsylania 2023
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Keystone Research Center (KRC), Herzenberg, Stephen, Kovach, Claire, and Murtaza, Maisum
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"The State of Working Pennsylvania 2022" centered on the continued recovery from the COVID-19 recession, highlighting that Pennsylvania was at a policy crossroads: would political leaders embrace policies to strengthen the individual and collective worker power evident a year ago? Or would austerity and anti-worker policies after the 2022 elections undercut the possibility of a more sustained period of shared prosperity, a "New Deal for a New Economy?" In the past year, policymakers have not made a decisive choice between these two policy options. In part because the 2022 elections led to divided government. Executive authority at both the federal and state level remains in the hands of policymakers supportive of workers and labor unions, which makes possible small steps to enhance workers' power. But divided legislative branches rule out big changes in state and federal laws. On the upside, there have not yet been a reversal of the 2021-22 federal investments in climate, infrastructure, and innovation now sustaining a strong economy. On the downside, a federal or state minimum wage increase has not yet passed and there is zero chance of enacting a major pro-worker labor law reform (i.e., Protecting the Right to Organize, or PRO Act) federally before 2025. In this context of divided government and a President and Governor generally supportive of workers, a Pennsylvania job market favorable to workers has been sustained and stabilized, the latter in part because inflation--as expected--has quickly fallen to around 3%. Some readers may see the policy recommendations in this report as too ambitious and far-reaching. The authors disagree--they are only as forceful and creative as required to bring an end to nearly a half century of rising inequality. If readers agree that there is need to restore shared prosperity and share the authors' view that doing so would lay the foundation for social unity and a team effort to address climate change, then readers should embrace these policy recommendations as the best way to achieve these vital goals. [For the 2022 report, see ED624091.] more...
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- 2023
9. Centering Youth Voices and Equity in a National Youth Subsidized Employment Program
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Center for Law and Social Policy (CLASP) and Tran, Kathy
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This brief examines the challenges youth face in the current job market and proposes recommendations for a national subsidized employment program that prioritizes equity and amplifies youth voices. The insights provided in this brief are informed by several listening sessions with members of the Communities Collaborating to Reconnect Youth Network (CCRY). CCRY is a national learning community that brings together leaders from different youth workforce systems who focus on reconnecting youth with education and career pathways. Drawing insights from the CCRY Network, this brief provides recommendations on how decisionmakers can center youth voice and equity in the policy development and program design for a scaled-up national youth subsidized employment program. more...
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- 2023
10. National Study of the Implementation of Adult Education: Compendium of Survey Results from 2018-19. Supplemental Volume. NCEE 2023-001c
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR), Cronen, Stephanie, Diffenderffer, Anne, and Medway, Rebecca
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This compendium presents comprehensive information from the surveys for the full report "Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r" (ED626771), and serves as a supplement, which provides in-depth findings on local implementation of a set of key practices under the Workforce Innovation and Opportunity Act (WIOA). While the study synthesizes the data into sets of key findings, this volume provides information about the design, methods, and results of the national surveys of local adult education providers and state directors of adult education, which served as the main data sources for the implementation study. It also includes details on the existing data sources used to supplement the survey data. Chapter 1 provides information on the study methodology, including the samples and data sources used. Chapter 2 presents tables of results for each item in the surveys administered as part of the study. Chapter 3 provides the survey instruments used to collect the study data. [For the appendices to the full report, see ED626772.] more...
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- 2023
11. Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Appendices. NCEE 2023-001a
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR), Cronen, Stephanie, Diffenderffer, Anne, and Medway, Rebecca
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These appendices supplement the full report "Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r" (ED626771). They provide additional information about the analyses conducted for the report and present select results from a national survey of local adult education providers. This includes information about the key constructs and estimation approaches used in the report (appendix A), statistics that support key findings in the report (appendix B), and comparisons of statistics reflecting adult education in 2001-02 and 2018-19 (appendix C). Information on how the survey sample and questionnaire were developed is available in the study's compendium report (ED626773). Supplemental tables for the survey are also available in that report. more...
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- 2023
12. Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR), Cronen, Stephanie, Diffenderffer, Anne, and Medway, Rebecca
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For more than 70 years, the federal government has supported efforts to improve adult literacy and other basic skills. Many adults need help with basic skills like reading, writing, mathematics, and English proficiency to succeed in the American workforce. Congress has long provided resources to help individuals address these educational challenges, most recently through Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014. But WIOA includes new requirements and incentives to strengthen the link between adult education and the overall workforce development system, to move adults into and along a career pathway. This report from a national evaluation of Title II examines the extent to which local adult education providers' instructional approaches and coordination with other agencies reflect this link and highlights the challenges providers experience in collecting related performance data. The report describes providers' reported experiences in program year 2018-19, the first year when the more than 1,600 providers receiving federal Title II funds were expected to operate under WIOA's rules and before the COVID-19 pandemic disrupted provider operations. [For the appendices to this report, see ED626772. For the supplemental compendium, see ED626773.] more...
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- 2023
13. Labour Rights of Lecturers in Private Universities in Nigeria
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Chuku-Ashiegbu, Princess Adaeze
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This study investigated Nigeria's private university lecturers' welfare and their legal rights. The study adopted a doctrinal approach which enabled a proper examination of the extant laws applicable to a lecturer as an employee and the reviewed laws included: the Constitution of the Federal Republic of Nigeria 1999 (as Amended), Labour Act Cap L1, LFN 2004, Industrial Training Fund Cap 19 LFN 2004 (as Amended), National Health Insurance Scheme Act, Cap N42, LFN 2004, National Housing Fund Act, Cap N45 LFN 2004, Pension Reform Act 2014, Personal Income Tax Act Cap P8 LFN 2004, Trade Dispute Act Cap T8 LFN 2004, Trade Unions Act Cap T14 LFN 2004. The study made a case for lecturers with the private universities in comparison to their counterparts with the public owned universities. The findings showed that there is wanton disregard for the extant provision of the Labour Act in Nigeria amongst the lecturers working with the private universities. Similarly, the study likewise discovered that there is paucity of reported cases regarding enforcement action involving private university lecturers and their employers. The study perceives that the inability of private university lecturers to demand for their rights is because the Nigerian law also allows freedom of contract in upholding and binding employers and employees to their agreements. Recommendations from the study asserted that the lecturers are entitled to same right as every other professional employee in Nigeria. This exposes the lecturers in the private universities to a weak state where despite the existence of the laws protecting their rights, they are unable to leverage on the existing laws to advance their rights. [For the complete Volume 21 proceedings, see ED629259.] more...
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- 2023
14. Unleashing America's Opportunities for Hiring and Employment. Hearing before the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Eighteenth Congress, First Session (March 28, 2023). Serial No. 118-2
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US House of Representatives. Committee on Education and the Workforce
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This document records testimony from a hearing before the Committee on Education and the Workforce that was held to examine America's opportunities for hiring and employment. Member statements were provided by: (1) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce; and (2) Honorable Robert Scott,' 'Bobby'', Ranking Member, Committee on Education and the Workforce. Witness statements were provided by: (1) Jerry Akers, Small Business Owner and Franchisee, Palo, IA, on Behalf of International Franchise Association; (2) Stephen Moore, Distinguished Fellow in Economics, The Heritage Foundation, Washington, DC; (3) Heidi Shierholz, President, Economic Policy Institute; and (4) Chris Spear, President and CEO of the American Trucking Associations. Additional submissions include: (1) Honorable Suzzan Bonamici, a Representative in Congress from the State of Oregon: Letter submitted by the AAFD dated December 7, 2022; (2) Honorable Teresa Leger Ferna'ndez, a Representative in Congress from the State of New Mexico: Report from the Economic Policy Institute dated March 14, 2023; (3) Questions submitted for the record by: (a) Honorable Glenn Thompson, a Representative in Congress from the State of Pennsylvania; and (b) Honorable Lisa Mclain, a Representative in Congress from the State of Michigan; and (4) Response to question submitted for the record by: (a) Mr. Spear; (b) Mr. Akers; and (c) Mr. Moore. more...
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- 2023
15. The School Foodservice Workforce: Characteristics and Labor Market Outcomes. CRS Report R47199, Version 2
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Library of Congress, Congressional Research Service (CRS), Billings, Kara Clifford, Bryan, Sylvia L., and Donovan, Sarah A.
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An estimated 339,000 workers were employed in foodservice operations in the nation's elementary and secondary schools. While news stories often focus on so-called "lunch ladies," the school foodservice workforce encompasses employees ranging from front-line cafeteria workers to chefs and food preparation staff to administrators and managers. Such workers have a variety of skills and educational backgrounds and differ in their labor market outcomes. Federal funding and policies have affected the trajectory of the school foodservice workforce over time. While early school food programs in the United States were started locally, the introduction of federal funding in the 1930s led to an expansion and professionalization of the workforce, which was (and remains) comprised largely of women. Federal funding for the National School Lunch Program (NSLP) was made permanent in 1946 and, together with funding for the School Breakfast Program (SBP), now provides the bulk of school foodservice departments' budgets. This report details the history of the school foodservice labor force and policy shifts that have affected the workforce over time, including a recent trend toward outsourcing. It provides an overview of school foodservice positions, budgets, and operations, and the federal laws, policies, and funding streams applicable to the workforce, including labor laws and funding for workforce training. It also presents original estimates of the characteristics and labor market outcomes of public-sector school foodservice workers using American Community Survey (ACS) data from 2015 to 2019. more...
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- 2022
16. Employment and Youth with Foster Care Experience: Understanding Barriers and Supporting Success
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Children Now, Fung, Sara, Haspel, Jessica, Kniffen, Susanna, and Wondra, Danielle
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Employment is foundational to young people's successful transition into adulthood, yet many youth with lived experience in the foster care system struggle to obtain employment that provides a living wage. Youth with foster care experience typically do not have the same contacts and connections to employment opportunities as youth who have not been in foster care and cannot rely on the economic support of their family. In addition, transition age youth currently or formerly in foster care are more likely to be unemployed than their peers, and when employed, they typically earn less than their peers. Therefore, transition age youth with foster care experience need additional supports and resources to secure and maintain employment during their transition into adulthood. In this report, the authors highlight recent data on employment for youth with foster care experience. They identify ongoing challenges that youth with foster care experience face in participating in workforce readiness training, and finding and maintaining employment that pays a living wage. Additionally, they highlight a few existing supports for current and former foster youth. Finally, they provide policy recommendations and perspectives from youth to help their peers overcome these challenges and thrive in their careers. [Additional support for this report was provided by additional Maya Kamath, Nima Rahni, and Ted Lempert.] more...
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- 2022
17. The Status of the Teaching Profession in Turkey: A Case Study about the Teaching Profession Act
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Senol Sezer, Nermin Karabacak, and Ertug Can
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This study aimed to identify the views of educators on the status of the teaching profession taking into consideration the enacted Teaching Profession Act (TPA) in Turkey. The study aimed to reflect the views of participants from different backgrounds as much as possible. A qualitative research pattern and a case study model were adopted. The results identified the issues and content to be considered in the TPA. The results showed that the content of current TPA was limited. Participants emphasized that a participatory approach should have been adopted to prepare a comprehensive TPA. The participants requested a profession act that includes the qualifications framework of the teaching profession and professional rights of teachers. Participants also stated that the principles that protect the prestige and status of the teaching profession should be included in the professional law. more...
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- 2024
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18. 'Unmeasured' and Never-Ending Working Hours in UK Higher Education: 'Time' for Workers, Unions and Employers to Reinterpret the Law?
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Alastair Michal Smith
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Higher Education staff in the United Kingdom (UK) work long hours to complete their duties. In a 2021 survey, staff reported a weekly average of 51 hours: a fact well understood to undermine health and educational quality. Yet, UK law sets a maximum working week of 48 hours, and failure to uphold this maximum is a criminal offence for employers. Seeking to understand this contradiction, the article reveals that staff are denied otherwise universal legal Health and Safety protection by the development and reinforcement of legal interpretation that assumes they have sufficient 'autonomy' to avoid overwork. As this is a position mutually constructed and accepted by both employers and unions, all efforts to reduce hours, including Industrial Action, have worked from this premise. However, critical analysis of university Terms and Conditions, against relevant jurisprudential developments, adds significant original value by questioning the validity of the status quo legal interpretation. Specifically, a landmark legal ruling against the UK by the European Court of Justice, and the resulting 2006 amendment to the UK Working Time Regulations, strongly suggests most University Terms and Conditions are legally noncompliant. As such, HE stakeholders should pressure powerbrokers involved in this omnipresent dispute to revisit the law: specifically with a view to re-establishing any fundamental rights of which they are currently illegitimately deprived. Where this was successful, empirically informed "weekly" workload modelling -- rather than irrelevant, abstract annual calculations -- would become a legally enforceable necessity for the benefit of staff and students alike. more...
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- 2024
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19. Are We Preparing Teachers to Fight Labor Oppression?: A Critical Community Autoethnography Interrogating Social Justice Teacher Education
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Kevin L. Clay, Brionna Nomi, and Preeti Kamat
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Teachers in public schools regularly face labor oppression. Despite this reality, in research and practice, "social justice teacher preparation" has largely neglected the topic of "labor struggle." We offer this community auto-ethnography as a collective reflection on how we came to our own understandings around these issues and what we learned from supporting students' development around these topics as we co-taught a Foundations pre-service teacher preparation course. We unpack the experiences that shaped our individual relationships to issues of social justice and labor that were prioritized in the class with implications for expanding the purview of social justice teacher preparation. more...
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- 2024
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20. Working Alongside People with Disabilities: Their Impact and Value
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Alice Jensen
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U.S. policies such as the Workforce Innovation and Opportunity Act of 2014 and the Americans with Disabilities Act support the inclusion of adults with disabilities in all areas of employment. Through WIOA, the federal government required public entities to provide training and help job seekers with disabilities access high-quality, competitive, integrated employment in the labor market. Nevertheless, two-thirds of unemployed PWDs report wanting employment but cannot find a job. Negative perceptions held by employers and hiring managers and their views that PWDs lack abilities create barriers to employment. In contrast, research has also shown that coworkers can greatly influence successful workplace integration. This suggests the importance of understanding coworkers' perceptions to allow them to accept PWDs as coworkers. This qualitative study aims to explore coworkers' perceptions of working alongside People with Disabilities in a large hospital located in a large metropolitan area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...
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- 2024
21. Are College Student-Athletes Employees? A Legal Historical Analysis of College Student-Athlete Employment Claims
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Mario Morris
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Intercollegiate athletics are undergoing a transformative phase. Over the last few decades, student-athletes have valiantly fought for and successfully secured more rights, benefits, and freedoms, including the right to compensation for their name, image, and likeness (NIL). This progress, however, is just the beginning. Many student-athletes and their advocates are pushing for an equitable share of the billions of dollars in revenue they help to produce. Student-athletes also seek employee status and benefits, such as the right to bargain collectively. This wave of change is a beacon of hope for a more equitable future in intercollegiate athletics. This dissertation presents a comprehensive legal analysis of relevant case law, tracing the development and judicial treatment of collegiate student-athlete employment claims. The journey of student-athlete employment benefits began with "University v. Nemeth" (1953). Since then, student-athletes have lodged claims under workers' compensation statutes, the Fair Labor Standards Act (FLSA), and the National Labor Relations Act (NLRA). While their success rate has historically been limited, recent cases suggest a potential shift. Courts employ various legal tests, each with different factors, to evaluate student-athlete employment claims. This dissertation delves into these factors, shedding light on the intricate legal landscape of student-athlete employment claims. The study concludes with recommendations for intercollegiate athletics governing bodies, higher education institutions, and administrators to address the issue of collegiate student-athlete employment proactively and boldly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...
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- 2024
22. Inclusive Politics on the International Scene, Arts and Education as Key Elements in the International Workplace
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José Enrique Llamazares de Prado
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The article presents a systematic review of studies on the construction of current policy on labor inclusion, highlighting the role of the arts in the international landscape. The aim of this article is to analyze studies that address inclusive labor policies, highlighting the arts as a labor sector in the international context. A systematic review of articles published in scientific journals on the new international social structure and the inclusion of people with disabilities has been carried out using the PRISMA system to synthesize the search carried out with Mendeley's tool for storage. Ten databases have been used in the exhaustive search and selection: 1Findr, Semantic Scholar, Scopus, Google Scholar, Microsoft Academi Search, Wos, Dialnet, Miar, Circ, Eric. Among the conclusions obtained, the importance of inclusive policies is highlighted, arts organizations are increasingly promoting intervention and research actions, but they need academic, university and political support. Moreover, some inclusion policies need to be questioned when parameters of positive discrimination or action are observed. Education will give us the keys to improve as a society and the generation of more egalitarian policies. more...
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- 2024
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23. Pre-Employment Transition Services before and after the Workforce Innovation and Opportunity Act
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Anwar A. Alsalamah
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The aim of this study was to review and analyze studies on pre-employment transition services (pre-ETS) conducted before and after the passage of the Workforce Innovation and Opportunity Act of 2014 (WIOA) to capture decades of changes in these studies. A content analysis of literature was conducted on 95 studies on pre-ETS implemented in the United States and published between 1974 and 2023. Results showed that job exploration counseling, and counseling on postsecondary-education opportunities were rarely represented in the analyzed studies. Additionally, in studies published before and after WIOA, quantitative research was the commonly implemented method. The analysis also indicated that the participants in these studies differed in their roles, racial/ethnic backgrounds, and disability categories. Some of these characteristics were overwhelmingly overrepresented. The results also highlight that transition-related interventions were effective in preparing students for the world of work. The positive effects and importance of pre-ETS were also revealed along with several challenges that emphasize the importance of increasing interagency collaboration and providing stakeholders with the needed information and resources for pre-ETS implementation. Finally, the limitations of the included studies are highlighted and implications for future research and practices are discussed. more...
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- 2024
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24. Funding Streams for Opportunity Youth
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Rutgers, The State University of New Jersey, John J. Heldrich Center for Workforce Development, Green, Jimmy, Donovan, Brittney, and Palius, Marjory
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The Newark Opportunity Youth Network (NOYN) contracted with the John J. Heldrich Center for Workforce Development at Rutgers, The State University of New Jersey to conduct a comprehensive analysis of the youth workforce development system within the state. The study documents how the youth workforce system developed in New Jersey since the federal Workforce Innovation and Opportunity Act (WIOA) took effect, how it currently functions, and the financial and systemic realities that historically have been an impediment to a more collaborative approach. An unfortunate truth is that sometimes state legislatures design policies that, perhaps unintentionally, inhibit a community's ability to achieve collective impact through leveraging multiple resources. Compliance-driven funding models that limit a program's ability to connect with other programs to expand the impact, or disconnected public agencies that allocate funds and operate programs, to name a few, create obstacles to achieving collective impact. This research aims to provide stakeholders, including direct service providers and policymakers, with the tools to navigate these obstacles to better serve young people in New Jersey. The literature available around youth workforce development specifically in New Jersey is sparse, so to complement the literature review, researchers conducted in-depth interviews with local and national experts in youth workforce development. For those who advocate on behalf of the population of opportunity or alternative youth, the question demanding an answer is what can and should be done to improve the system of youth workforce development to better serve disconnected youth? This study begins to respond to that question. [This report was produced with the Newark Opportunity Youth Network (NOYN), with funding from the Aspen Institute Forum for Community Solutions.] more...
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- 2022
25. Ending the FLSA Teacher Exclusion: Putting a Floor under the Teaching Profession by Providing Teachers with the Same Wage and Hour Protections as Other Professionals
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National Education Association (NEA)
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The crisis of teacher shortages across the United States accelerated to a five-alarm fire during the COVID-19 pandemic. Low pay and the gap between teacher pay and that of other similarly educated professionals is one of the primary factors contributing to this shortage. The escalating crisis impacts student learning and the professional status and economic security of teachers, almost three-quarters of whom are women. In this white paper, the National Education Association (NEA) argues the U.S. Department of Labor must use its regulatory authority to raise compensation standards in the teaching profession. The Department can do so by rescinding its antiquated regulation that lumps teachers in with doctors and lawyers as the only professionals who are categorically excluded from the protections of the Fair Labor Standards Act. By rescinding the teacher exclusion regulation, the Department of Labor can put a floor under teacher compensation nationwide and ensure that teacher salaries, like those of other professionals, meet the salary test for them to be exempt from overtime pay. more...
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- 2022
26. Workforce Intermediary Partnerships: Key to Success in High-Performing Labor Markets
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American Federation of Labor and Congress of Industrial Organizations (AFL-CIO), Working for America Institute (WAI) and Marschall, Daniel
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The purpose of this report is to examine the historical development and policy evolution of workforce intermediaries, a community-based model of education, job training and economic development practices that has become commonplace in local and regional labor markets. Workforce intermediaries broker the relationship between workers and employers, reducing uncertainty in the labor exchange process and managing transaction costs. They are diverse in their organizational sponsors, spanning non-profit worker centers and community colleges, for example, to chambers of commerce and joint union-employer partnerships. The report is based on a comprehensive online search of books, authoritative policy reports, and academic journals for writings on workforce intermediaries published between 1989 and 2021. It synthesizes the findings of about 170 publications. The features of modern intermediaries have been forged in successive versions of federal workforce legislation that emphasized "second-chance" services to disadvantaged persons and "low-skilled workers" in low-income communities. Scholars found that this focus on these constituencies tended to stigmatize participants, lessening their attractiveness to employers. This model has evolved to serve the educational, job training and job search needs of a broad range of participants. The report documents the emergence of high-performing workforce intermediaries that have adapted to changing conditions by becoming closely attuned to local community members and industry, both employers and unions, as partners in developing training curriculum, designing supportive services, and serving the precise needs of employers in targeted industry sectors. These advanced intermediaries, termed Workforce Intermediary Community and Industry Organizations in the report, have become central actors in the structure of local labor markets. They strive to integrate workforce development, educational and economic development perspectives and services. The report argues that further advancement in this organizational field requires greater sustainability among these organizations and government resources to establish what the Jewish Vocational Services calls a "sophisticated learning community" (Rubin 2019, 17) to share knowledge, identify best practices, and nurture continued innovation. The report includes references to 120 publications. more...
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- 2022
27. Research and Policy: A Three-Way Intersection (Part 1 of 3)
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Kennedy, Deborah
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Organizations advocating for federal, state, and local level support for adult education have long relied on the power of individual story to influence both public perception and public policy. They have developed training programs, provided advocacy toolkits, and organized visits with policy makers in order to promote and sustain awareness of the benefits of adult education for the lives of individuals and the fabric of the community as a whole. At the same time, decision makers across the political spectrum have increasingly come to rely on research to inform the process known as evidence-based policymaking. How can the adult education field "prioritize rigorous research findings" that inform evidence-based policymaking, while also taking advantage of the persuasive power of the "anecdotes" that those affected by the policies can provide? This paper identifies two strategies that researchers can employ to reconcile the two and proposes three areas of current interest where those strategies might be used to good effect. more...
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- 2022
28. The Restrictive Concepts of Teacher Evaluation and Their Discourse Communities
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Hazi, Helen M.
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Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and administration, describe its tumultuous relationship with supervision, and identify the many concepts that restrict its practice with examples of scholarship. This article is important "fieldwork" that scholars must periodically conduct on their niche to better understand its audiences, scope, and influences. Examples of fieldwork include: analyses of scholarship, collections on a theme, handbooks, histories, interviews of scholars, memoirs, and genealogies of scholars. This article is a type of analysis of scholarship for the field of teacher evaluation, as Bolin (1988), Blumberg (1990), Garman (2020), Glanz (2018), Gordon (2019), Mette (2019), and Glanz and Hazi (2019) have done for the field of supervision. I am often asked, "Is there anything left to study about teacher evaluation?" This article may help scholars broaden their thinking about the many discourses of teacher evaluation as well as their own niche. Understanding the nature of the discourses helps a scholar navigate its writings and research, situate his/her contribution, and interpret the results of emerging research. more...
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- 2022
29. Human Capital for the 21st Century: Aligning Education with Future Workforce Needs. The COVID Constituency
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Hunt Institute, Wise, Bob, and Siddiqi, Javaid
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Many have called for greater alignment between education systems and the workforce, more equitable access to career-oriented experiences, and new policy approaches that will enable all individuals to successfully enter and thrive in the evolving labor market. Overall, education leaders at all levels must commit to new policy solutions that offer early exposure and access to career-oriented experiences for students and adults, encourage localized partnerships between education systems and industries, and address retention challenges in high-demand fields. This report looks to the future of the workforce, recent efforts to improve workforce development, and policy considerations. more...
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- 2022
30. Pathways for Academic Career and Employment (PACE): Fiscal Year 2022
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Iowa Department of Education, Division of Community Colleges and Workforce Preparation
- Abstract
The Pathways for Academic Career and Employment (PACE) program is established to provide funding to community colleges for the development of programs that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services. PACE funds are allocated pursuant to the community college state general aid distribution formula established in Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Each college has committed to building career pathway frameworks and structuring programs to ensure increased employment success of the identified target populations. [For the 2021 report, see ED617843.] more...
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- 2022
31. No Dead Ends: How Career and Technical Education Can Provide Today's Youth with Pathways to College and Career Success. Practitioner-Informed Considerations for Reforming K-12 and Postsecondary Policy
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JFF (Jobs for the Future), Policy Leadership Trust
- Abstract
High-quality career and technical education (CTE) programs represent an effective way to provide young adults with an educational experience that prepares them for both college and career success. But not all CTE programs provide accessible pathways to a bounty of educational options without dead ends. To address the false dichotomy--college versus job preparation--in our nation's public education system, JFF offers practitioner-informed policy considerations, rooted in a commitment to equity, that federal and state officials can use as a guide to strengthen CTE college and career pathways for today's youth. more...
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- 2022
32. Leveraging Data to Ensure Equitable and Effective Adult Skills Programming for Immigrants. Issue Brief
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Migration Policy Institute (MPI), National Center on Immigrant Integration Policy, Jacob Hofstetter, and Margie McHugh
- Abstract
One in every six adults in the United States is an immigrant. These immigrant adults contribute to the vitality of local communities and economies across the country, but many also face barriers to integration and economic mobility, including limited English proficiency, varied levels of formal education, and persistent employment in low-wage jobs. Adult skills programs within the nation's workforce development and adult education systems offer services that are intended to address many of these challenges. Too often, however, the policies and program designs at the heart of these systems fail to account for important differences in the characteristics of the U.S.-born and immigrant adult populations, which can lead to programming that does not effectively and equitably meet the needs of immigrant adults. With a potential reauthorization of the federal law governing adult skills programs (the "Workforce Innovation and Opportunity Act," or WIOA) on the horizon, the data highlighted in this analysis carry important implications for adult skills policies and program designs. more...
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- 2023
33. State-Level Analysis of Subminimum Wage Use for Individuals with Disabilities in the United States: Implications for Policy and Practice
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Avellone, Lauren, Taylor, Joshua, Wehman, Paul, Inge, Katherine, and Brooke, Valerie
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Despite considerable legislative and advocacy-based efforts to end subminimum wage practices, many Americans with disabilities are still paid below the federal minimum. Section 14(c) of the Fair Labor Standards Act allows employers holding certificates to pay less than minimum wage to individuals with disabilities whose work capacity or productivity is impaired due to disability. The majority of employers paying subminimum wages are facility-based programs also known as sheltered workshops. This work is usually performed in segregated settings away from the rest of the nation's workforce. Subminimum wage practices continue despite clear evidence that even those with the most significant disabilities can be successfully employed in competitive integrated employment when supports are provided. The purpose of this study was to examine the continued use of subminimum wages in the United States and to identify whether there are any state-level characteristics or policies that predict their use. Descriptive analysis and linear regression were used in this investigation. Findings indicate that subminimum wage practices continue to be prevalent in most states, and most prominently in the Midwest region. Implications and recommendations for reducing subminimum wage pay for individuals with disabilities are provided. more...
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- 2023
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34. Strengthening the Diversity and Quality of the Early Care and Education Workforce: Summary of the 2018 and 2019 Convenings. Research Report
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Urban Institute, Sandstrom, Heather, and Schilder, Diane
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In the years immediately preceding the COVID-19 pandemic, policymakers, researchers, and philanthropists recognized the pressing need to build and strengthen the early care and education (ECE) workforce. Evidence documenting the relationship between early childhood educator professional preparation and children's outcomes spurred a growing movement to professionalize the ECE workforce, to ensure early educators have the skills and knowledge needed to best support children's early learning. With support from the Foundation for Child Development, in 2018 and 2019, the Urban Institute and Child Trends organized and facilitated convenings on the topic of strengthening the ECE workforce to best meet all young children's needs. Convening participants discussed the issue of how the ECE workforce can best support the increasingly diverse population of young children by elevating discussions about racial equity, providing the ECE workforce with professional development to best support the range of children's developmental needs, unpacking and defining the term diversity, and making significant public investments in the ECE workforce. This report summarizes key points and recommendations raised during the convening. more...
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- 2021
35. Linking Learning to Careers Demonstration: Impacts 24 Months after Enrollment
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Mathematica, Sevak, Purvi, Feeney, Kathleen, Honeycutt, Todd, and Peterson, Emily
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The Linking Learning to Careers (LLC) program offered high school students with disabilities an individualized and targeted approach to strategically plan for their futures. The Vermont Division of Vocational Rehabilitation (DVR) designed LLC to build on its usual services for high school students to emphasize unpaid and paid work-based learning experiences (WBLEs) in integrated environments, college exploration and coursework opportunities at the Community College of Vermont, team-based guidance and support from DVR staff, dedicated support for assistive technology, and additional transportation funding. To support a rigorous evaluation, DVR relied on a randomized controlled trial design, recruiting 803 participants to participate. This report presents evidence on LLC's impacts up to two years after students enrolled in the program. The demonstration had impacts on services and education that were consistent with the LLC model and findings from the implementation evaluation. However, the program did not have consistent impacts on employment. [Mathematica prepared this report under contract to the Vermont Division of Vocational Rehabilitation under a grant from the U.S. Department of Education.] more...
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- 2021
36. Community College Workforce Education Study. Methodology Report and Data Book
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Wilder Research, Opportunity America, and Lumina Foundation
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Opportunity America received a grant from Lumina Foundation to conduct a national research study of community colleges' credit and noncredit occupational education programs and their relationships with employers. Opportunity America contracted with Wilder Research to manage data collection and analysis for the study. The purpose of this study was to learn more about the important role that community colleges have in training and upskilling the U.S. workforce and how these institutions work with employers to address local and regional workforce demands. The study aims to answer the following questions: (1) How extensive is the workforce education offered on community college campuses? (2) How extensive are the workforce programs offered by community college noncredit divisions? and (3) What share of colleges are adopting the innovations seen at pioneering two-year schools, including intensive employer partnerships, shorter job-focused programs, and stackable credentials? The goal of this study is to produce and share knowledge with researchers, administrators, state-level leaders, and policymakers to inform community college workforce education policies and programs. This report describes the study methods and includes a data book of the study results. The Appendix includes supplementary information, including the survey instrument and glossary. [The individual studies are indexed in ERIC.] more...
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- 2021
37. A Research Evidence Scan of Key Strategies Related to WIOA. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio
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Mathematica, Social Policy Research Associates (SPR), Office of the Assistant Secretary for Policy (OASP) (DOL), Chief Evaluation Office (CEO), Deutsch, Jonah, Allison-Clark, Katherine, and Yañez, Armando more...
- Abstract
Ongoing research and evaluation that produce actionable, widely disseminated evidence are central to the continuous improvement of U.S. Department of Labor (DOL) programs. In addition, the Workforce Innovation and Opportunity Act of 2014 (WIOA) requires DOL to conduct periodic, independent evaluations to inform the effective operation of WIOA programs and services. To support the development of DOL's research portfolio, this scan examines existing evidence on key topics related to WIOA programs and services. The scan focuses on four main topic areas, selected through a series of discussions with DOL's Chief Evaluation Office, Employment and Training Administration (ETA), and other DOL staff: (1) case management; (2) integrated service delivery; (3) training programs; and (4) youth services. Although the first three sections on service strategies focus on evidence from studies on adults or general populations, these services also relate to programs serving youth. However, because of the policy importance of identifying effective strategies for disconnected youth ages 16 to 24, the final section is devoted to research on youth, focusing on the many strategies offered by the WIOA Youth program. The scan describes strategies associated with each of the four topic areas, discusses existing evidence on the effectiveness of those strategies and evaluations currently under way, and summarizes the knowledge gaps in the existing evidence base. The scan prioritizes studies of strategies used in WIOA and by partner programs, but it also incorporates studies on related programs to increase the pool of studies from which to draw evidence. This research evidence scan is one of a pair of reports developed as part of DOL's WIOA Research Portfolio project. [For the companion report, "A Scan of Key Trends in the Labor Market and Workforce Development System. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio," see ED614790.] more...
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- 2021
38. A Scan of Key Trends in the Labor Market and Workforce Development System. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio
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Mathematica, Social Policy Research Associates (SPR), Office of the Assistant Secretary for Policy (OASP) (DOL), Chief Evaluation Office (CEO), Mack, Melissa, and Dunham, Kate
- Abstract
Enacted in 2014, the Workforce Innovation and Opportunity Act (WIOA) was designed to increase collaboration among workforce systems at the federal, state, and local levels to integrate the array of programs and services available to job seekers and businesses through American Job Centers (AJCs). WIOA requires the U.S. Department of Labor (DOL) to conduct periodic, independent evaluations to inform the effective operation of WIOA programs. To support the development of DOL's research portfolio, this scan describes recent and long-term economic and policy developments with relevance for the public workforce system. The scan focuses primarily on topics and trends related to the changing world of work and their implications for the public workforce system. In consultation with DOL's Chief Evaluation Office and Employment and Training Administration (ETA), along with other stakeholders, the following topics were selected: (1) broad economic trends and recent changes in employment and wages; (2) changes to industries and occupations due to technology, automation, and the rise of the gig economy; (3) growth in remote workforce system services; and (4) federal policy trends related to the public workforce system. The report concludes with a brief discussion of the implications of these topics for the public workforce system. This research evidence scan is one of a pair of reports developed as part of DOL's WIOA Research Portfolio project. [For the companion report, "A Research Evidence Scan of Key Strategies Related to WIOA. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio," see ED614830.] more...
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- 2021
39. Valuing Home and Child Care Workers: Policies and Strategies That Support Organizing, Empowerment, and Prosperity
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New America, Center on Education and Labor, Lieberman, Abbie, Loewenberg, Aaron, Love, Ivy, Robertson, Cassandra, and Tesfai, Lul
- Abstract
From February to April, New America conducted over 30 interviews with experts, care providers, and union representatives, focusing on three states. This report outlines key considerations for improving care worker job quality through organizing. We also include case studies on care worker organizing in California, Illinois, Washington, and the Cooperative Home Care Associates (CHCA) in New York City, selected based on the effectiveness of organizing strategies in each. [Funding for this report was provided by Pivotal Ventures.] more...
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- 2021
40. We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States
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Hardin, Katherine
- Abstract
Vocational English as a Second Language (VESL) is a form of adult language education that teaches communicative skills in the context of preparing learners for a particular vocation. Despite their pedagogical and logistical benefits for adult language learners, such programs are uncommon today. This literature review traces the emergence and disappearance of VESL in the United States through a corpus study. It then explains these trends by analyzing second language acquisition research and policies related to adult education. It finds that VESL remains a promising approach that fell out of favor due to welfare and workforce policy reforms in the 1990s. It concludes by arguing for the continued relevance of VESL today and the need for adult educators to be vigilant of unintended policy impacts on their programs. more...
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- 2023
- Full Text
- View/download PDF
41. COVID-19 Recovery: Supporting Workers and Modernizing the Workforce through Quality Education, Training, and Employment Opportunities. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventeenth Congress, First Session on Examining COVID-19 Recovery, Focusing on Supporting Workers and Modernizing the Workforce through Quality Education, Training, and Employment Opportunities (April 20, 2021). Senate Hearing 117-180
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US Senate. Committee on Health, Education, Labor, and Pensions
- Abstract
This hearing of the Committee on Health, Education, Labor, and Pensions examines COVID-19 recovery supporting workers and modernizing the workforce through quality education, training, and employment opportunities. Opening statements were presented by: (1) Honorable Patty Murray chair, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Richard Burr, Ranking Member, a U.S. Senator from the State of North Carolina. The following witnesses presented statements: (1) Maria Flynn, Maria, President and CEO, Jobs for the Future, Boston, MA; (2) Deniece Thomas, Deputy Commissioner of Workforce Learning and Development, Tennessee Department of Labor and Workforce Development, Nashville, TN; (3) Scott Ralls, President, Wake Technical Community College, Raleigh, NC; and (4) Alejandro Mendoza, Human Resources Director, Optimax Systems Inc., Ontario, NY. Additional material submitted by: (1) Honorable Patty Murray, National Urban League letter; and (2) Honorable Maggie Hassan, Statement of The Society for Human Resource Management. more...
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- 2021
42. Non-State Schools: The Education Providers in an Unwatchful Society
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Saidu, Ismail Datti and Ismail, Anas Saidu
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Indisputably, education in every society is pivotal to national development without which the society retrogresses. The world superpowers, the United States, China, Germany, UK, France, Canada, Japan etc. are able to attain substantial economic growths as a result of educational advancement through quality schools that result in the production of quality education at all levels. In these countries, education in both states and non-states institutions is well funded to meetup their innovative demands and overcome challenges. This is not the case in Nigeria where education budgets are just below 15% of the total budget of the country hence, the degradation of public schools and the over-reliance on non-state schools. Regardless of the expansive growth experienced in the sector (non-state institutions), another danger looms as these schools are following the footsteps of their counterparts (state owned schools) towards unethical activities that threaten realisation of the general goals of education. This paper focuses on the basic education levels of primary and secondary schools. It looks into the activities of non-state schools that are not in tandem with the purpose of teaching and learning. The paper examines cases from the two largest states of Nigeria, Kano and Lagos wherein it analyses the situations and arrive at some valuable conclusions. more...
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- 2021
43. Adult Education Strategies: Identifying and Building Evidence of Effectiveness. Appendices. NCEE 2021-007A
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National Center for Education Evaluation and Regional Assistance (ED), Mathematica, Borradaile, Kelley, Martinez, Alina, Schochet, Peter, Walsh, Elias, and Robles, Silvia
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Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult education is one way in which the U.S. Department of Education is fulfilling this need. This report contains the appendices to the snapshot systematic review report "Adult Education Strategies: Identifying and Building Evidence of Effectiveness. Study Snapshot. NCEE 2021-007" (ED612197). The following appendices are included: (1) Details of the Approach to Conducting the Adult Education Strategies Evidence Review; and (2) Details of Reviewed Studies. The first appendix contains the technical details of the approach followed for the systematic evidence review of research on the effectiveness of strategies in adult education. It includes more information about the organizing framework for the review and describes the process for defining its scope, identifying relevant literature, screening references and reviewing studies, and summarizing and reporting on findings. Details are provided so that someone familiar with systematic evidence reviews can understand the approach that was used and how it draws on the approach specified by the Institute of Education Sciences' What Works Clearinghouse (WWC). Some technical terms are explained throughout for readers less familiar with the WWC or research design. Exhibit A.1 presents an overview of the approach, followed by a more detailed and technical presentation of how the review was conducted. The second appendix contains information about the studies that were reviewed, which are those studies that made it through the screening process. References are included for each of the 54 studies that were reviewed, along with the WWC rating each study received and the reason for the rating. For the 22 studies that met WWC standards, summaries about the strategies tested and technical details of the study design are also provided. While some technical terms are defined in Exhibit B.1 this appendix was written for an audience with familiarity in research design. more...
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- 2021
44. Adult Education Strategies: Identifying and Building Evidence of Effectiveness. Study Snapshot. NCEE 2021-007
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National Center for Education Evaluation and Regional Assistance (ED), Mathematica, Borradaile, Kelley, Martinez, Alina, and Schochet, Peter
- Abstract
Adult education's mission is a critical one. It seeks to provide the large and diverse population of adults who lack basic skills, a high school credential, or English language skills with the competencies they need to be productive workers, family members, and citizens. Federally funded adult education serves learners in three types of programs: adult basic education, adult secondary education, and English as a second language. Nearly 43 million U.S. adults lack the basic English literacy skills required to succeed in the workforce and achieve economic self-sufficiency. The Workforce Innovation and Opportunity Act (WIOA) is the key federal investment helping adults acquire these and other important skills, as well as to earn a high school equivalency credential. WIOA encourages adult education programs to use evidence-based strategies to improve services and participant success. This systematic research review suggests a need for more rigorous studies, as there is not yet much evidence to guide decision making around instructional and support strategies for adult learners. Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult education is one way in which the U.S. Department of Education is fulfilling this need. This snapshot reports on that systematic review. This is the first review of a broad set of strategies in adult education to apply the standards and procedures of the U.S. Department of Education's What Works Clearinghouse. It summarizes for policymakers and local providers the evidence base for many of the strategies authorized under Title II. It is designed to identify which strategies have evidence of effectiveness and where gaps appear in the evidence base. With this information, policymakers and practitioners can better understand the extent to which evidence supports particular strategies and which areas require additional studies. [For the appendices, see ED612199.] more...
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- 2021
45. America's Opportunity Youth Deserve an Equitable Economic Recovery: Recommendations to the Biden Administration for Youth Employment Policy
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JFF (Jobs for the Future)
- Abstract
In today's volatile economy, we can no longer afford to underinvest in America's opportunity youth. The costs of ignoring these young people, who are disconnected from education and out of work, are too high and growing. Building skills and gaining work experience are key to young people's upward mobility, but the pandemic has all but shut off opportunities for employment. In addition, funding for programs helping low-income, disconnected youth has declined precipitously since its peak in the late 1970s. To reverse this trend, we need big and bold solutions that create strong bridges between education and employment for young people. Federal policies must provide solutions that include postsecondary education and training that is of high quality and affordable. They must also offer paid work experiences and holistic supports to ensure that youth receive the services they need to access and persist in education, training, and work. To accomplish this, Jobs for the Future (JFF) urges the Biden Administration to take the following actions: (1) Increase Funding for Programs Serving Opportunity Youth; (2) Increase Program Quality and Expand Services for Opportunity Youth; (3) Expand Access to Work-Based Learning and Good Jobs; and (4) Align Youth Programs and Investments. more...
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- 2021
46. Opportunities to Advance Statewide Industry Collaboration and Engagement in Career Technical Education
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Advance CTE: State Leaders Connecting Learning to Work
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Business and industry leaders have an essential role to play in the design and delivery of high-quality Career Technical Education (CTE) programs. They bring unique perspectives on the foundational competencies and qualifications for entry-level work in their respective industries and can provide input into the design of programs of study, learning standards and classroom-based curriculum. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) provides the perfect opportunity for leveraging ongoing sector strategies and scaling up engagement with business and industry leaders in CTE. Many states established statewide advisory councils with representatives from critical state industries to inform the design of their Perkins V plans. This report explores state strategies to systematically engage business and industry leaders in support of CTE. The information draws on research from Advance CTE's review of Perkins V state plans as well as key informant interviews with CTE leaders in Delaware, Georgia, Maryland, Ohio and South Carolina. more...
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- 2021
47. Designing and Delivering Career Pathways at Community Colleges. A Practice Guide for Educators. WWC 2021007
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What Works Clearinghouse (ED), Abt Associates, Inc., Cotner, Hope, Bragg, Debra, Goold, Grant, Heiser, Eric, Miller, Darlene G., Van Noy, Michelle, Cheng, I-Fang, Costelloe, Sarah, Freeman, Brian, Lemire, Sebastian, Porowski, Allan, and Yadav, Elizabeth M. B. more...
- Abstract
In today's labor market, students increasingly need greater levels of postsecondary education and training to enter or advance in many industries. Meanwhile, employers are calling for the education system to better align with industry needs, as their demands for a skilled workforce continue to rise. In response to the increasing emphasis for postsecondary institutions to prepare students for family-sustaining employment in high-growth, in-demand industries, community colleges are employing a number of strategies to meet the needs of both job seekers and employers. Many of these strategies are found within career and technical education (CTE) programs, and they are also present in broader workforce development activities and supports offered by community colleges. The career pathways approach, as defined under the Workforce Innovation and Opportunity Act (WIOA) and reinforced under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), has become widely used in education and workforce development. Because of the emphasis on career pathways in CTE programs for the past decade and the availability of rigorous evaluation results on this topic, this practice guide is focused on community college-based CTE interventions through the lens of career pathways. This guide draws upon studies of interventions that include one or more of the career pathways components defined under the WIOA. It focuses on promising interventions where there is evidence of improved educational or labor market outcomes. This guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways. more...
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- 2021
48. Connecting Every Learner: A Framework for States to Increase Access to and Success in Work-Based Learning
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Advance CTE: State Leaders Connecting Learning to Work, Education Strategy Group (ESG), and JPMorgan Chase & Co.
- Abstract
Work-based learning faces significant changes in delivery in the face of a global pandemic that has severely limited physical access to schools and businesses. These changes have forced school leaders and employers to acknowledge pre-existing inequities that perpetuate historical barriers and racial discrimination and keep marginalized learner populations from accessing high-quality work-based learning experiences. This resource from Advance CTE provides a five step framework to address equity gaps in work-based learning by building a statewide infrastructure that enables cross-agency collaboration and prioritizes relationship building, data and accountability, quality, and extending social and cultural capital. Innovative initiatives and programs in seven states and two cities are featured that address five action areas: (1) establish a statewide vision for equity in work-based learning; (2) enable intermediary organizations to equitably expand work-based learning; (3) use data to advance equity and program quality; (4) engage and support employers to offer high-quality and inclusive work-based learning experiences; and (5) scale successful programs using an equity lens. This resource was developed through JPMorgan Chase & Co.'s "New Skills ready network," a partnership of Advance CTE and Education Strategy Group. more...
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- 2021
49. How Will Minimum Wage Changes Impact Higher Ed?
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College and University Professional Association for Human Resources (CUPA-HR) and Brantley, Andy
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According to a 2019 Pew Research Center survey, 67% of Americans support raising the federal minimum hourly wage from $7.25 to $15 per hour, with 41% strongly supporting the increase. Raising the federal minimum wage to $15 per hour has been the battle cry for many members of Congress, while others have opposed or expressed concern regarding, such a large increase. The federal minimum wage receives significant media focus, but many states and higher education institutions have established minimum wage rates that exceed or significantly exceed $7.25 per hour. To more clearly shape the perspective and understand the impact for higher education of a possible minimum wage increase, this brief includes a short history of federal minimum wage increases and the views of minimum wage increases through various lenses: (1) economic impact; (2) living wage; (3) the federal government; (4) state governments; and (5) higher education institutions. more...
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- 2021
50. Building Back Better: A National Jobs Strategy. Policy Proposals and a Framework for Action
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New America, Center on Education and Labor, McCarthy, Mary Alice, Van Horn, Carl, and Prebil, Michael
- Abstract
When the COVID-19 pandemic plunged the economy back into recession in early 2020, it laid bare a fragile and profoundly inequitable labor market. The economic expansion that reigned from 2009 through 2019 brought historically low unemployment and inflation but failed to reduce income inequality or arrest the decline in the number of high-quality, well-paying jobs. Wages for all but the highest earners stagnated, volatility in household incomes increased, and the racial wealth gap and urban-rural economic divide widened, all fueled by the declining quality and security of jobs. By the close of the decade, four in ten Americans said they would struggle to cover an unanticipated expense of just $400. In the absence of a robust and coordinated recovery strategy focused on increasing the supply of good jobs, the same labor market pathologies that plagued the last recovery will re-emerge: the long-term unemployed will struggle to land jobs and many will give up; private sector job growth will be slow and uneven; many new jobs will be worse than those they replace; unemployment among Black and Latinx workers will remain elevated; and income and wealth gaps will widen. According to the Better Employment and Training Strategies Taskforce (BETS), the Biden-Harris administration has an historic opportunity to lay the foundation for an economy built on good jobs, one that ensures the benefits of economic growth are broadly and fairly shared. A recent national survey points to strong, bipartisan support for a robust governmental response to the recession that creates new jobs, prevents job loss, and improves job quality. The administration's Build Back Better plan includes investments and executive actions that will create and improve jobs for U.S. workers. The plan also makes clear that a Good Jobs Economy will require action on multiple fronts, from many federal agencies, and across all levels of government. This report provides a set of concrete recommendations to help guide an all-of-government jobs strategy, including three goals to guide a national jobs agenda, a suite of distinct but reinforcing strategies to achieve them, and a framework for coordinating activities across government. more...
- Published
- 2021
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