Can WorkBased Learning Scale to Close Workforce Gaps

Can Work-Based Learning Scale to Close Workforce Gaps Wednesday, June 13, 2018 PRESENTED BY Tim Aldinger, Director of Workforce Development, Foundation for California Community Colleges Keetha Mills, President and CEO, Foundation for California Community Colleges Katrina Stevens, Director of Learning Science, Chan Zuckerberg Initiative Ana Bertha Gutierrez, Associate Director, JFF

Introductions Career Mapping WBL Technology and Education: California Community Colleges Technology Landscape: Challenges and Opportunities Discussion Q&A Closing

PRIMARY CALIFORNIA COMMUNITY COLLEGE STRATEGIES The Chancellor’s Vision for Success • Increase the number of students earning credentials by at least 20% • Increase the number of students who transfer by 35% • Reduce units accumulated by students who complete degrees • Increase the number of students who get jobs in their field of study • Fully close equity and regional achievement gaps within 10 years

e r A w a r. Learning ABOUT e. Work n e s s E x p l o. Learning ABOUT r Work a t i o n • Informational • Guest Speaker • Workplace Tour Interview • Job Shadow r e e r P r e p a Learning THROUGH r Work a t i o • Work Experience n • Internship C a r e e r T r a i n g Learning FOR Work • Internship • Apprenticeship

Snapshot of Foundation for California Community College’s Work-Based Learning Supports Technology Launch. Path K-12, Community Colleges, Workforce Development 5, 670 students and youth placed in Work-Based Learning Here to Career Community Colleges 1, 800 students 21 st Century Skills Digital Badges Community Colleges 400 students Career Catalyst • 32 Community Colleges • 15 Workforce Development Organizations • 7 Private Sector Employers • 9 State Agencies Total Employed in FY 2018: 970 Employer of Record Technical Assistance California Apprenticeship Initiative Community Colleges 5, 670 students and youth Workforce Accelerator Fund Workforce Development 1, 800 students WBL Planning and Tools Pilot Community Colleges 32 Community Colleges and >800 students

Launch. Path Launches CALIFORNIA – SACRAMENTO – SAN BERNARDINO – SAN DIEGO – SOLANO – SONOMA – WEST SACRAMENTO OREGON – EAST CASCADES – EASTERN OREGON – PORTLAND WASHINGTON – SEATTLE

California Community Colleges Work-Based Learning Planning and Tools Pilot Program Overview • 18 -month initiative, funded by the CCCCO and 32 colleges • 2 Phases: • Discovery, Planning and Capacity Building • Technology, Tools and Services • Facilitated by Foundation for California Community Colleges, Jobs for the Future, and others Four Core Objectives 1. Establish a common understanding of WBL 1. Strengthen college and regional WBL systems 2. Refine technologies and services that support WBL at scale 1. Build the evidence base for long -term investment in WBL

Brokering Activities along the Work-Based Learning Continuum Student WBL Pilot Dimensions of WBL Student Readiness College Personnel Engagement Employer Partner Roles and Responsibilities Pilot Scope Resources and Technical Assistance JFF Dimensions of WBL Vision & Goals Governance & Decision. Making Metrics & Reporting Systems & Personnel Curriculum & Experiences Funding and Sustainability Communication & Engagement System Building

KEY LEARNINGS: WBL SYSTEM PLANNING Stakeholders Challenges • • Students • College Personnel Limited understanding of the value of WBL experiences, and awareness of existing opportunities Lack of technical and employability skills to engage in more advanced forms of WBL (e. g. paid internships) Significant structural/financial barriers to access for non-traditional and disadvantaged students • Lack of clarity and conflicting opinions on roles and responsibilities across different job functions • Insufficient infrastructure to coordinate, manage, and track WBL for large numbers of students • Difficult to obtain buy-in from faculty who view WBL as additional work and/or feel unsupported • Inconsistent interpretations of what is/is not allowed under current regulations and policy Opportunities • Develop clearer messaging and studentfriendly resources, and provide consistent guidance on how to find and obtain WBL experiences • Embed 21 st Century Skills curriculum into all programs • Creates multiple channels, and provide additional support, to increase access to WBL for students with significant barriers • Adopt a common definition of WBL and clearly communicate roles and responsibilities • Hire dedicated staff, and acquire technologies, to support and streamline WBL management • Provide targeted professional development and technical assistance for relevant personnel • Provide clearer guidance on regulations and appropriate funding streams to support WBL

KEY LEARNINGS: WBL SYSTEM PLANNING Stakeholders Employers External Partners Challenges Opportunities • Limited understanding of roles and responsibilities for providing quality WBL experiences • Overwhelmed with requests to provide WBL • Concerned with liability and administrative burden • Dissuaded by lack of coordination and inability of colleges to deliver on promises • Prepare clearer guidance on roles and responsibilities • Adopt practices and technologies to reduce the number of transactions required for coordination • Address regulatory and employer-of-record barriers • Establish mutual understanding of the longterm nature and a shared commitment to building supply (students)/demand (businesses) for WBL • Lack of consensus on definition of WBL • Limited awareness of other partners’ WBL activities, assets, and opportunities for collaboration • Constrained by different rules and regulations governing WBL activities • Facilitate cross-sectoral conversations about the value of WBL through existing and new forums • Develop new partnerships models to allow for greater cross-collaboration on WBL opportunities • Identify and address regulatory and policy barriers to collaboration

KEY LEARNINGS: WBL TOOLS AND SERVICES Tools/Servic es Here to Career Strengths • • Career Catalyst • • Career. XP Mobile application Ability to compare salaries across different geographies Challenges • • Centralized place to manage and track WBL experiences Structured to support multistakeholder collaboration Allows colleges to determine how much control to exercise over students and employers • Reduces liability concerns • Allows colleges and employers to focus on program management and experience quality • Employability skills development opportunity for students Lack of a desktop version Maintaining up-to-date college course information Limited awareness of tool Opportunities • • • Developing desktop version Connecting to other WBL tools Marketing/awareness campaign • Limited document upload and file management capacity • Incomplete reporting infrastructure • Use of generic vs. collegespecific terminology • Complex interface • Expanding document upload and file management capacity • Introducing Ad-hoc reporting • Incorporating CCCCO metrics • Continue applying usercentered design principles to enhance UI/UX • Complex service and partnership structures • Steep learning curve for colleges serving in an intermediary capacity for first time • Connecting service to Career. XP for seamless information transfer • Increasing emphasis on employability skills development • Linking to other employment and wage data sources

What We’ve Learned About Scaling Work-Based Learning 1. Case-making and finding the coalition of the willing first; tools and strategies second 2. WBL will not become a reality for all students through stand-alone, model programs – it must be recognized as an integral part of a wellrounded education 3. Tools must be driven by practitioner insight, while still pushing at the goal of scale 4. Cross-initiative conversations are difficult, often unproductive, frustrating, and absolutely necessary if WBL is going to scale 5. Hearts and minds direct hands and funding

Technology Can’t. . . Replace Relationshi ps. Can’t Replace Relationships Technology. . . Can’t Replace Relationships

➔ No Integrated Continuum of Career Continuing Challenges Exploration through Career Preparation, Training, and Mentorship. ➔ Difficult to Leverage New Technologies ➔ Insufficient Employer Engagement

➔ No Integrated Continuum of Career Continuing Challenges Exploration through Career Preparation, Training, and Mentorship. ➔ Difficult to Leverage New Technologies ➔ Insufficient Employer Engagement

➔ No Integrated Continuum of Career Continuing Challenges Exploration through Career Preparation, Training, and Mentorship. ➔ Difficult to Leverage New Technologies ➔ Insufficient Employer Engagement

DISCUSSION Full spectrum of WBL in education What would it look like to have a continuum of WBL experiences spanning secondary and postsecondary systems? How is the community college system coordinating or integrating college and career pathways? Approaches? People Matter How are our systems coordinating on this front? What are we learning? Social Capital How are you thinking about social capital in the context of what you are all learning and what would scaling WBL mean in this vein? New Ways of Working How could we be better coordinating to provide the quantity and quality of WBL that make WBL accessible to all of our populations? What does this mean for employers and industry?

QUESTIONS ü Thoughts? Reactions? ü Other questions?

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