Located in:
- III. Operational Planning ElementsThe Unified or Combined State Plan must include an Operational Planning Elements section that support the State’s strategy and the system-wide vision described in Section II.(c) above. Unless otherwise noted, all Operational Planning Elements apply to Combined State Plan partner programs included in the plan as well as to core programs. This section must include—
- a. State Strategy ImplementationThe Unified or Combined State Plan must include—
- 2. Implementation of State StrategyDescribe how the lead State agency with responsibility for the administration of each core program or a Combined Plan partner program included in this plan will implement the State’s Strategies identified in Section II(c). above. This must include a description of—
- 2. Implementation of State Strategy
- a. State Strategy Implementation
III. a. 2. E. Partner Engagement with Educational Institutions
Current Narrative:
Core and non-core programs have strong partnerships with the State’s two- and four-year institutions of higher education, especially at the community college level. Several Arkansas Workforce Centers are located on community college campuses, which enable a streamline process to move jobseekers into needed training or resources to upgrade their skills on the campus. Community colleges are at the forefront of workforce development in Arkansas and have strong connections with local employers, which enable core and non-core programs such as the WIOA Title I Youth, Adult, and Dislocated Worker programs, Trade Adjustment Assistance, and the TANF program to connect their customers to training that leads to occupations that are in-demand.
The TANF program funds the Arkansas Career Pathways Initiative that provides funding to the State’s community colleges to provide post-secondary training to low-income custodial parents that are TANF eligible. This program provides supports to eligible parents to begin training in a career pathway that will enable them to move up the ladder of success in their chosen field.
Service delivery systems for adult education programs are funded through a variety of local administrative entities, including public school systems, colleges, literacy councils, and one correctional institution to name a few. In fact, fifty percent of administrative units for adult education fall under the administration of community colleges. Many local adult education programs work directly with colleges in supporting summer transition bridge programs to college. Others assist in helping students increase their basic academic skills in order to reduce the need for remediation.
The former Department of Career Education, Adult Education Division (ADCE-AED) partnered with the Arkansas Community Colleges to offer Accelerating Opportunity to four community colleges and adult education programs in the state. Accelerating Opportunity is a community college initiative of Jobs for the Future whose goal is to ensure that more workers have the skills needed to earn credentials that lead to family-sustaining careers. The initiative aims to change how Adult Basic Education is structured and delivered through a collaborative effort in which a basic skills instructor and technical college instructor co-teach and plan the curriculum for low skill level adults in a technical course leading to a certificate credential. For the 2016-2017 program year, 84 students were enrolled in a college career pathways program. Nine of these students were adult education participants. Five students earned their high school equivalency diploma and 11 certifications.
At the end of each semester, program directors evaluate the success of the career pathways program. Program areas may include the type of career pathway chosen and the number of certifications, retention rate, educational gains, and demographic information to name a few. In addition, identifying and reducing barriers is another component that must be considered. Based on the assessment, adjustments are made to ensure that the program has optimal success.
Vocational Rehabilitation partners actively engage the State’s education and training providers including community colleges and area career and technical education schools as partners in the workforce development system to create job-driven education and training opportunities for people with disabilities. A transition committee of the WIOA Roundtable was formed to develop strategies and partnership with secondary education partners. This group includes statewide leaders in secondary and post-secondary Career and Technical Education and secondary special education. In addition, higher education, secondary education, career and technical education, two-year colleges, registered apprenticeship and secondary schools for the blind and deaf are represented at the WIOA Roundtable and have access to information related to activities of the core programs and opportunities for collaboration, coordination, and partnering.
Division of Services for the Blind (DSB) has a partnership which provides college preparatory classes to blind and low vision students utilizing the campus of the University of Arkansas at Little Rock. DSB has arranged for college and technical school tours for blind and low vision students, so that the students and the institutions of higher education can interact and discuss career goals prior to applying for admission.