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Program and Compliance ManagementProgram and Compliance Management

Workshop: EXPLORING REPORTABLE CREDENTIALS Workshop: EXPLORING REPORTABLE CREDENTIALS __________________________________________________________________________

V I R T U A L L V I R T U A L L YY

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Overview

• Credentials – Adult, Dislocated Workers, Youth– Definition

– Strategies

– Performance

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Why Postsecondary Credentials

• President Obama’s Goal– Every American completes one year of

postsecondary– U.S. leads the world in percentage of college

graduates

• Restore Economic Competitiveness– Labor market projections on skill demands

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High Priority Goal for Credentials• By the end of PY2011, increase by 10% the

number of people who receive training and attain a credential through the following programs: WIA Adult, Dislocated Worker, and Youth; National Emergency Grants; Trade Adjustment Assistance; and Career Pathways.

• By September 30, 2013, increase by 10% number of exiters who receive training and industry-recognized credential.

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Credentials

• TEGL 15-10 established ‘credential’ as the umbrella term encompassing postsecondary degrees, diplomas, licenses, certificates, and certifications.

• No major policy change from TEGL 17-05

• TEN 49-11 reiterated the importance of accurate reporting on Credentials

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Credentials Defined• Awarded in recognition of an individual’s

attainment of measurable technical or occupational skills necessary to obtain employment or advance within an occupation.

– Work Readiness Credentials and those awarded by workforce investment boards are NOT included in this definition.

Definition

• “Measurable Technical or Occupational Skills”

• Technical preparation for a specific career or occupation

• Example: CDL License

– Beyond ‘foundational’ skills needed • Example: CPR class; Customer Service

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Credentials: Approved Awarding Institutions

• A state educational agency, or a state agency responsible for administering vocational and technical education within a state

• Institution of higher education (including community colleges)• A professional, industry, or employer organization or a

product manufacturer or developer• A registered apprenticeship program• A public regulatory agency (e.g., FAA aviation mechanic

certification)• A program approved by DVA (Veterans’ Affairs) to offer

education and training to veterans and other eligible persons under the Montgomery GI Bill

• Office of Job Corps• Institutions of higher education which are formally

controlled, or formally sanctioned or chartered by the governing body of an Indian tribe(s)

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Various Credentials’ Characteristics

• Industry Recognized• Portable

• Stackable • Accredited

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Occupational Licenses • Granted by Federal, state or local governmental

agencies;• Mandatory in the relevant jurisdiction;• Intended to set professional standards and ensure

safety and quality of work, such as medical licenses for doctors;

• Required in addition to other credentials (educational awards, apprenticeship, or certification);

• Defined by laws and regulations; • Time-limited - occupational licenses must be

renewed based on meeting on-going requirements to maintain the license; and

• Violation of the terms of the license can result in legal action.

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Personnel Certifications

• Granted by third-party non-governmental agencies - usually associations, and by companies;

• Intended to set professional standards for qualifications, such as a certification for a crane operator, or a Novell Network Certified Engineer;

• The standards for certifications are not defined by government laws or regulations;

• Usually require successful completion of an examination or assessment, which indicates mastery of competencies as measured against a defensible set of standards

Service Strategies for Increasing Credential Attainment

• Registered Apprenticeship– Is a form of “On-the-Job Training” that combines

structured classroom instructions with hand-on practical application and skill acquisition.

– Offers skill development, competency-based training system, and interim credentials in high growth, high demand industries.

– Coordinates with industry leaders to define competency models; models used to provide quantifiable skills and portable industry-recognized credentials that meet business needs and requirements.

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Strategies: Increasing Completion

• Shorten Time to Credential Attainment– Integrating Basic Skills Education and

Training– Credit for Prior Learning – Accelerated program designs– Chunking/Modularization

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Strategies: Increasing Completion

• Provide Extensive Wrap-Around Services– Support Services (Transportation/Child

Care)– Financial Aid (Pell)– TANF/SNAP Funds– Academic/Career Advising – Career

Pathways – Job Placement/ Internships– Cohort learning/Peer Mentoring

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Strategies: Ensuring Quality

• Use LMI to identify/ track in-demand skills• Survey employers to learn about skills needs

and credential preferences• Leverage ETPL to ensure training programs

result in industry-recognized credentials • Build staff capacity on LMI and

career/academic counseling• Provide visual roadmaps and other tools to

help participants invest wisely

Tool for Identifying Credentials-www.careeronestop.org

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Attainment of Degree/CertificateYouth Common Measure

• Of those enrolled in education at or during participation, the percentage who attained a diploma, GED or certificate by the end of the 3rd quarter after exit

Number of youth who attained a diploma, GED or certificate by the end of the 3rd quarter after exit

Number of youth exiters

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Employment and Credential Rate Statutory Adult Measure

• Of those Adults who received Training Services:

Number of adult participants who were employed in the first quarter after exit AND received a credential by the

end of the third quarter after exit

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Number of adult participants who exited during the quarter

Required WIASRD Data

• Type of Recognized Credential– Identifies the Credential attained

• Attainment of Degree/Credential– Youth data element only– Identifies the Degree/Credential attained

WIASRD Credential Outcomes

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Adult Credential

Rate

num Adult Credential

den Adult Credential

DW Credential

Rate

num DW Credential

den DW Credential

OY Credential

Rate

num OY Credential

den OY Credential

Youth Degree Rate

num Youth Degree

den Youth Degree

All Location 47.2% 66,931 141,878 52.1% 65,477 125,794 38.1% 15,267 40,064 57.9% 57,532 99,284     Region 4 45.4% 8,891 19,586 54.0% 5,769 10,691 34.0% 1,618 4,764 61.1% 6,118 10,017          Montana 57.0% 126 221 46.7% 226 484 24.0% 18 75 61.3% 138 225          North Dakota 58.4% 135 231 56.5% 61 108 46.7% 35 75 69.8% 171 245          South Dakota 48.5% 162 334 61.6% 204 331 27.2% 25 92 61.1% 58 95          Utah 18.2% 1,055 5,811 42.2% 360 854 39.8% 115 289 52.2% 310 594          Wyoming 53.4% 151 283 55.4% 46 83 34.4% 43 125 61.8% 209 338

WIASRD - Four Rolling Quarters through 1st Qtr PY12 (Sept. 30, 2012)

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WIA Adult and DW Exiters Who Received TrainingFour Rolling Quarters through 1st Qtr PY12 (9-30-12)

All WIA Adult/DW

Who Received Training

Not Reported or Did Not

Attain

High School

Diploma/ GED

AA or AS Degree

BA or BS Degree

Occupational Skills License

Occupational Skills Cert.

Other

All Location 204,183 81,505 1,612 17,430 2,895 15,274 76,966 8,501 Region 4 23,817 9,932 334 1,573 536 1,686 8,644 1,112 Montana 653 285 0 109 15 91 149 4 North Dakota 226 68 1 40 3 29 85 0 South Dakota 512 205 6 131 20 75 64 11 Utah 4,556 3,384 187 87 73 0 0 825 Wyoming 311 108 0 54 5 92 45 7

Training and Credentials Achieved

Training and Credentials Achieved

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All WIA Youth

Exiters Who Received Training

Not Reported or Did Not

Attain

High School

Diploma/GED

AA or AS Degree

BA or BS Degree

Occupational Skills License

Occupational Skills Cert.

Other

All Location 12,139 3,952 1,542 379 218 592 4,950 506 Region 4 2,516 983 356 66 47 87 775 202 Montana 5 3 0 0 0 1 1 0 North Dakota 28 10 2 2 0 2 12 0 South Dakota 50 26 8 2 0 3 10 1 Utah 489 277 102 7 0 2 12 89 Wyoming 62 26 17 3 0 6 10 0

WIA Youth Exiters Who Received TrainingFour Rolling Quarters through 1st Qtr PY12 (9-30-12)

Data Element Validation

• Allowable Source Documentation– TEGL 28-11, Attachment A

• Effect on Performance– Determined unallowable Credential

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Resources

• TEGL 17-05

• TEGL 15-10

• TEN 49-11

• https://youth.workforce3one.org/page/credentials– Community of Practice – Credentials for

Youth

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Questions?