>

> >THE OVAE REVIEW

> >

> >December 15, 2005

> >Beto Gonzalez, Acting Assistant Secretary

> >Office of Vocational and Adult Education (OVAE)

> >U.S. Department of Education

> >

> >Angela Desrochers-Editor

> >

> >The Review is an update from the Office of the Assistant Secretary at the

> >Office of Vocational and Adult Education, U.S. Department of Education.

> >

> ><<http://www.ed.gov/news/newsletters/ovaereview/orev121505.html>http://ww 

> w.ed.gov/news/newsletters/ovaereview/orev121505.html>

> >

> >

> >Greetings from the Acting Assistant Secretary

> >

> >Recently, I had the privilege to speak at the annual conference of the

> >Association of Career and Technical Education (ACTE).  Excerpts from my

> >speech are below.  My message was simple.  All students need a firm base

> >in academics if they are to be successful in the 21st century economy.

> >

> >Federal involvement in vocational education is almost one hundred years

> >old. The first vocational education act, of 1917, aimed to train students

> >for jobs in an economy that was becoming rapidly industrialized, by

> >targeting practical skills and training.  The landscape has changed, and

> >we owe it to our students to adapt our goals and strategies to the new

> >environment in which we find ourselves.

> >

> >There are four major changes that have taken place over the last hundred

> >years that must inform the new direction of career and technical

> >education.  However, all of these changes only serve to magnify the

> >importance of a challenging academic base for all students.

> >

> >A hundred years ago the vast majority of students were not graduating from

> >high school, much less completing any postsecondary training.  But the

> >jobs that those young people filled have either ceased to exist or are

> >severely diminished.  Today, the fastest growing jobs require in depth

> >technological knowledge and strong analytical skills.  In many cases,

> >traditional distinctions no longer make sense.  For example, once being an

> >auto mechanic required little to no academic training.  Now, most cars and

> >trucks include more sophisticated computers then the Apollo 11 spacecraft,

> >requiring advanced postsecondary training and a good grasp of

> >technology.  In this modern environment, a rigorous academic preparation

> >is a practical education.

> >

> >Another important change is the quick pace of globalization, which has

> >created a global job market more fluid than any in history.  Futurist Alan

> >Toffler said a few years ago the illiterate of the 21st century will not

> >be those who cannot read and write, but those who cannot learn, unlearn,

> >and relearn.   A solid academic foundation will help today s students

> >adapt to the projected 15 careers they will have in their lifetime.

> >

> >Along with globalization comes increased competition from

> >abroad.  Outsourcing is making inroads into skilled as well as unskilled

> >employment.  Employers are going abroad to find well educated and trained

> >employees because the American educational system is not doing an adequate

> >job.  Too many of our students are being out-educated, out-performed, and

> >will soon be out-employed by foreign competition.  We need to equip our

> >students to thrive in this new environment.

> >

> >The last change is the awareness of our accountability for the persistent

> >achievement gap affecting minorities and the academically

> >disadvantaged.  These groups traditionally participate in vocational

> >education in high numbers and we are letting them down.  We know, for

> >example, that educational level directly correlates with earning

> >capacity.  And we know that education must expand our students choices,

> >not limit them.  That is how education promotes freedom, equality, and

> >human dignity.

> >

> >However, there is good news for the achievement gap.  Increasingly,

> >evidence shows that achievement rises along with expectations.  No Child

> >Left Behind is ensuring high expectations for all children and it is

> >working.  A new Nation s Report Card came out recently.  Achievement is on

> >the rise-especially for fourth-graders.  African-American and Hispanic

> >students are posting all-time high scores in a number of categories.  High

> >expectations are liberating, not punitive.

> >

> >These four changes to our educational and social landscape make it clear

> >that the vocational educational models of the past will not serve the

> >needs of American students in this, the 21st century. We can no longer see

> >vocational education as an alternative to a rigorous academic

> >curriculum.  However, we will continue to build on the strengths of

> >vocational education -- strengths like using extracurricular learning to

> >enhance the classroom experience.

> >

> >What we must recognize is that your students don t need to choose between

> >academic excellence in the classroom and practical experience in a

> >technical vocation.  If we provide them with both, then they are doubly

> >empowered to choose a successful path in life, and then choose and choose

> >again as new opportunities, new challenges, or simply new interests, arise.

> >

> >I look forward to continuing to work together to ensure every student

> >receives the education they need to thrive in the 21st century.

> >

> >Happy Holidays.

> >

> >Beto Gonzalez

> >

> >Community Colleges

> >

> >Community College Working Group on Adult Education held in Washington, DC

> >

> >On November 28, the Office of Vocational and Adult Education sponsored the

> >sixth in a series of Community College Working Group Meetings.  These

> >meetings bring together community college presidents or chancellors

> >together with leaders from the Office of Vocational and Adult Education

> >(OVAE) and other federal offices to discuss opportunities, challenges, and

> >promising practices.

> >

> >The November 2005 Working Group focused on adult education and the

> >community college - helping Adult Basic Education (ABE) and English

> >Literacy (EL) students move through career pathway programs in community

> >colleges.  Eleven presidents or campus leaders of community colleges

> >participated in the sessions, with two additional presidents serving as

> >presenters.  The session included two panels focusing on strengthening the

> >success of community colleges in moving students through adult basic

> >education and language proficiency classes into credit-bearing and

> >credential-earning career pathways.  The first panel discussion focused on

> >research, initiatives, as well as foundation and business support.  The

> >other explored promising models or practices in three different states

> >(Ohio, Oregon, and Washington).  The college presidents engaged in topics

> >including support services for low skilled adults, models for financial

> >incentives for students, financing integrated training and English

> >literacy instruction, and collaborative models for supporting career

> >pathway initiatives.

> >

> >A summary of the meeting will include sections on the key challenges, as

> >well as recommendations for action by colleges, employers, and state or

> >federal policymakers and administrators.  In addition, there will be a

> >summary of the primary points or programs cited by the panelists.

> >

> >For more information please go to,

> >www.ed.gov/about/offices/list/ovae/pi/cclo/index.html

> ><<http://www.ed.gov/about/offices/list/ovae/pi/cclo/index.html>http://www 

> .ed.gov/about/offices/list/ovae/pi/cclo/index.html>

> >

> >Adult Education and Literacy

> >

> >STAR Teachers Test Evidence-Based Reading Strategies

> >

> >One hundred and twenty adult education teachers, newly trained in

> >evidence-based methods to teach adults reading, returned to six pilot

> >states this month for the implementation phase of STAR (Student

> >Achievement in Reading).  STAR is a nearly $6M, seven-year OVAE investment

> >running through spring of 2008.  Pilot states participating in STAR

> >include California, Connecticut, Illinois, Maine, Ohio, and South Dakota.

> >

> >In the first phase of STAR, experts developed a reading toolkit of

> >assessments and strategies for intermediate level adult reading

> >instruction.  STAR s trained teachers now will use toolkit diagnostics to

> >identify students strengths and address students limitations using

> >evidence-based toolkit strategies.  STAR teachers are excited about the

> >project because they can identify key areas in which students need help,

> >and students appreciate teachers who have tools that address their

> >specific academic needs.  For example, two adult students may be assessed

> >at a fourth grade reading level.  One adult may perform at that level due

> >to problems with vocabulary, but the other student may have problems with

> >comprehension.  While appearing to be identical, these issues differ and

> >must be addressed by different techniques.  After using assessments in the

> >toolkit to determine student reading levels, STAR teachers will pull

> >evidence-based strategies from the toolkit to address specific reading

> >components and help each student develop particular skills.

> >

> >This implementation phase also will determine to what degree teachers can

> >use techniques from the toolkit supported by research in their classrooms,

> >given any administrative barriers that exist.  STAR participants are

> >discovering the importance of changing how local programs are organized.

> >They are identifying issues such as managed enrollment, differentiated

> >instruction in multi-level classes, teacher planning time and

> >instructional leadership as being key to their plans for success.  States

> >are discussing how funding policies may help or hinder implementing

> >evidence-based reading practice and how to deliver professional

> >development that supports site-based reform.   Over the next several

> >months, STAR teachers will bring research and reality together.  Stay

> >tuned for updates on how STAR is combining the two successfully in adult

> >education classrooms.

> >

> >For more information, please go to

> ><<http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/reading.html>http: 

> //www.ed.gov/about/offices/list/ovae/pi/AdultEd/reading.html>

> >

> >

> >Secondary, Career and Technical Education

> >

> >Perkins Data Quality Institute (DQI)

> >

> >OVAE will provide training via the Perkins Data Quality Institute (DQI),

> >to be held in Washington, D.C., from noon on February 8 to noon on

> >February 10, 2006.  The prospective agenda and logistical information may

> >be found at the Peer Collaborative Resource Network (PCRN) Web site

> >(www.edcountability.net <http://www.edcountability.net>).

> >

> >There will be five objectives, but standardizing definitions and measures

> >for the Perkins core indicators of performance will be the ultimate

> >goal.  The institute will feature federal and state panelists who will

> >discuss their strategies and tools for ongoing improvements in program and

> >data quality.

> >

> >This DQI training will continue with regional meetings to be held in May

> >2006, but as of now those dates and location have not been

> >confirmed.  Please stay tuned to the PCRN Web site for information about

> >these regional meetings.

> >

> >There is a $175 registration fee for the February DQI; the last day for

> >registration will be January 13, 2006.  For more information, please

> >contact Jay Savage at (202) 245-6612 or jay.savage at ed.gov

> ><<mailto:jay.savage at ed.gov>mailto:jay.savage at ed.gov>.

> >

> >U.S. Denmark Partnership Meeting

> >

> >On November 16, 2000, the U.S. Department of Education and the Danish

> >Education Department signed a partnership agreement designed to help each

> >country with improvement of their vocational and technical education system.

> >

> >As a part of the agreement the two countries formed a Steering Committee

> >that meets on a yearly basis to discusses ideas of mutual interest.  This

> >year s meeting was held in Copenhagen preceded by two days of site visits

> >to a number of educational settings in Jutland, a province about two hours

> >from Copenhagen.  The American delegation, led by the Acting Assistant

> >Secretary, visited business colleges, a science gymnasium, and a

> >vocational-technical center.  These visits illustrated both the

> >commonalties and the differences of the two educational systems.  Although

> >Denmark is much smaller in size than the U.S., it is challenged by many of

> >the same issues: globalization of the marketplace, an aging population,

> >and an increasing immigrant population.

> >

> >The agreement emphasizes three key areas:

> >·       Exploring cooperation, information sharing, and research relating

> >to the development of skill standards, curriculum, assessment and teacher

> >development. ·       Using technological resources to improve business and

> >vocational education in colleges, technical and business schools, and

> >other agencies. ·       Developing joint projects through learning,

> >organizational and institutional partnerships.

> >For more information about the partnership, please go to

> >www.ed.gov/about/offices/list/ovae/pi/usdnmrk/index.html

> ><<http://www.ed.gov/about/offices/list/ovae/pi/usdnmrk/index.html>http:// 

> www.ed.gov/about/offices/list/ovae/pi/usdnmrk/index.html>.

> >

> >National Association of Manufacturers Releases 2005 Skills Gap Report

> >

> >According to the recently released 2005 Skills Gap Report, produced by the

> >National Association of Manufacturers (NAM), there is a serious shortage

> >of qualified manufacturing employees in the United States of America.

> >

> >The Survey exposes a widening gap between the dwindling supply of skilled

> >workers in America and the growing technical demands of the modern

> >manufacturing workplace, explained NAM President John Engler. He further

> >went on to say It is essential that America close this skills gap if we

> >are to maintain our edge in the global marketplace and remain the world s

> >leader in innovation.

> >

> >More than 80 percent of manufacturers surveyed are experiencing an overall

> >shortage of qualified workers, while 46 percent reported that the skill

> >levels are poor among current employees.

> >

> >To address some of the critical issues facing manufacturers, the report

> >recommends:

> >·       Educators to emphasize science, math and technology-related

> >programs in K-12 curricula and invest more in teacher

> >education;  ·       State education standards to include career education

> >as measurable criteria for K-12 success;  ·       Employers to invest at

> >least 3 percent of payroll whenever possible in training for current

> >employees; and  ·       Government to partner with business to improve the

> >K-12 and community college system to develop a high-performance workforce.

> >The 2005 Skills Gap Report is based on responses from more than 800

> >manufacturers of all sizes nationwide and is the first new comprehensive

> >survey about the American manufacturing workforce in five years.  It is

> >available at www.nam.org/2005skillsgap

> ><<http://www.nam.org/2005skillsgap>http://www.nam.org/2005skillsgap>.

> >

> >(Excerpts from National Association of Manufacturers press release, Nov.

> >22, 2005)

> >

> >Other Department News

> >

> >Secretary s Rural Education Task Force

> >

> >To respond to the needs of children in rural schools, Secretary Margaret

> >Spellings re-invigorated the Rural Education Task Force.  Acting Assistant

> >Secretary for the Office of Vocational and Adult Education Beto Gonzalez

> >is the Task Force Chair.  Linda Hall, who is the Executive Director of the

> >Task Force, will be assisting him.  The Rural Education Task Force is

> >designed to bring renewed attention to the problems and issues of rural

> >schools in meeting the challenges posed by the No Child Left Behind Act.

> >

> >The purpose of the Task Force, supported by the Center for Rural Education

> >is to:

> >·       Serve as the voice of rural education both within the Department

> >and in the rural community  ·       Coordinate and implement outreach

> >efforts to rural constituents  ·       Develop a dissemination plan,

> >targeted to rural communities  ·       Facilitate working groups that

> >examine both challenges and promising practices of rural

> >education  ·       Produce policy documents and publications that address

> >issues in the rural community

> >Questions regarding the Task Force and its activities may be sent to

> >RuralED at ed.gov <<mailto:RuralED at ed.gov>mailto:RuralED at ed.gov>.

> >

> >Statement from Secretary Spellings on Release of Bush/Clinton Katrina Fund

> >Grants

> >On December 7, U.S. Secretary of Education Margaret Spellings released the

> >following statement applauding the release of $90 million in grant relief

> >money from the Bush/Clinton Katrina Fund:

> >"The announcement today by former Presidents Bush and Clinton exemplifies

> >our nation's spirit of unity and compassion. Their generosity and

> >dedication in establishing this fund has been more than matched by the

> >overwhelming response of Americans, who have dug deep to help their

> >neighbors in need. "Hurricane Katrina stripped the Gulf Coast region of

> >even its most basic and essential services, shutting down hundreds of

> >schools and displacing hundreds of thousands of students. One-third of the

> >grant funds, $30 million, will go toward repairing or replacing buildings

> >and equipment at institutions of higher learning. It will also support the

> >faculty and staff who have seen their lives interrupted by the storm. We

> >cannot allow the accumulated research and hard work of these fine teachers

> >and scholars to be washed away. "The U.S. Department of Education

> >continues to do its part as well. We are working with states and schools

> >in the region and elsewhere to ensure a minimum of disruption for

> >students. We've held roundtable meetings with education and mental health

> >experts to help children and families recover. We established the

> >Hurricane Help for Schools online clearinghouse, which enables Americans

> >to match their donations to meet schools' most pressing needs. To date,

> >more than 500 matches have been made. And President Bush has proposed an

> >urgently needed education relief package, which we are eager to see

> >Congress approve. "In this season of giving, the American people have sent

> >a positive and powerful message to the world-our nation will come together

> >in times of need."

> >

> >

> >

> >

> >

>

>----------------------------------------------------

>National Insitute for Literacy

>Workplace Literacy mailing list

>Workplace at nifl.gov

>To unsubscribe or change your subscription settings, please go to 

>http://www.nifl.gov/mailman/listinfo/workplace