The California Community College Board of Governors’ Task Force on Workforce, Job Creation, and a Strong Economy released 25 recommendations intended to help the community college system prepare students for the workforce and close California’s skills gap. The recommendations were based on input from over 1,200 stakeholders, including community college staff, employers, labor organizations, and workforce training entities.
Metrics for career pathways
Community college leaders shared their experiences using data to assess performance and improve programs at the National Benchmarking Conference in Overland Park, Kansas last week.
Examples of data use included:
WDQC is launching a series of short videos that highlight how states are using education and workforce data to advance their skilled workforce and better align with industry demand.
In this first video, Neal Gibson, Director of the Arkansas Research Center, explains his state's Career Pathways Initiative and the vital role administrative data play in improving the career prospects of Arkansans. Additional videos featuring officials from other states will be released about once a month through WDQC's website and e-news.
The State Workforce and Education Alignment Project (SWEAP) is demonstrating how state policymakers can use information from three types of data tools. These tools — dashboards, pathway evaluators, and supply and demand reports — can help states to develop policies that align workforce and education programs with each other and with employer skill needs.
How easy is it to tell whether people are obtaining jobs in their field of study or training? This fact sheet from WDQC, Measuring Training-Related Employment FAQs, shows why this process is more difficult than expected.
The U.S. Department of Education recently released a fifth version of the Common Education Data Standards (CEDS), a voluntary set of data elements that states can use to manage information for a variety of education and workforce programs.
This version includes more than 100 new elements. Most apply to early learning or K-12, but some are designed to capture information about staff and participants in postsecondary, career/technical and adult education, and workforce development programs.
WDQC partner CLASP, and the Alliance for Quality Career Pathways, have produced this report that compares the new Workforce Innovation and Opportunity Act (WIOA) common measures and AQCP's participant metrics. The comparisons are presented in table format across key workforce programs.
The Colorado Community College System has developed web-based tools to help students, workers and others learn more about advanced manufacturing careers in the state, and the likely routes to high-demand occupations in the field.
The interactive website includes descriptions of responsibilities, typical hourly wages, skills and education requirements, area schools that offer training and credentials, and regional employers who have been hiring advanced manufacturing workers. The pages also include links to active job listings.
The National Center for Education Statistics (NCES) recently revealed a new web-based interactive portal that allows users, including researchers, practitioners and policymakers to build customizable data tables using data from the Organization for Economic Cooperation and Development’s (OECD) Programme for the International Assessment of Adult Competencies (
Three out of five online job advertisements are for white-collar professional and science, technology, engineering and mathematics (STEM) occupations according to a new report released by the Georgetown University Center on Education and the Workforce. Individuals associated with the Center on Education and the Workforce serve in advisory roles to WDQC.