Located in:
- III. Operational Planning Elements
The Unified or Combined State Plan must include an Operational Planning Elements section that supports 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 Implementation
The Unified or Combined State Plan must include–
- 2. Implementation of State Strategy
Describe 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. G. Leveraging Resources to Increase Educational Access
Describe how the State’s strategies will enable the State to leverage other Federal, State, and local investments that have enhanced access to workforce development programs at the above institutions, described in section (E).
Current Narrative:
Education is the key to successfully implement career pathways programs across the state. The Adult Education and Family Literacy Act (AEFLA) federal funds support the advancement of individuals into postsecondary education and work. The grants to eligible providers require states to consider “whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship” (Section 231(e) (8)). The integration of literacy instruction and occupational skills training is an allowable activity that states can use leadership and federal funds to support.
AEFLA funds may be used to support the portion of an Integrated Education and Training (IET) or career pathways program that provides instruction in reading, writing, mathematics, or English proficiency that is below the postsecondary level. This instruction in basic literacy skills and the English language should be contextualized to support the occupational skills portion of the program. Curriculum for a career pathways program should adequately address basic literacy skills, workforce preparation and the occupational competencies needed for the participant to complete the program successfully. AEFLA funds may be used to plan, develop, and deliver the portions of the curriculum that address basic literacy skills and appropriate workforce preparation.
As part of the state’s Accelerating Opportunity partnership with the Arkansas Community Colleges (ACC), adult education was able to use funds to support instruction, curriculum and development, and training; whereas, the ACC was able to use funds to pay the tuition and fees for students without a high school diploma. Both enrolled college students in a career pathway and participating adult students were able to benefit from having a contextualized and basic skills instructor co-teaching together. For Integrated Education and Training programs, similar support and partnerships are being developed and planned.
Pre-employment transition and transition services are key components of Arkansas Rehabilitation Services’ system of service delivery. Pre-employment transition services help students determine career interests while transition services assist students in transitioning from secondary education into postsecondary education and employment. Roles and responsibilities for providing these types of services are outlined in agreements between the agency and involved education agencies. The individualized plan for employment (IPE) is the foundation for the provision of vocational rehabilitation services. It is intended to outline shared responsibility between the agency, the client, and other involved parties. The IPE addresses the specific client vocational goal as well as services (including education and training) needed to achieve the goal, and outlines who is responsible for providing the service and how it will be paid.
DSB researches and applies all federal and state comparable services and similar benefits available for educational access at all institutions of higher education, career, community college, and area career and technical schools. Once this is done, DSB provides financial support to the participants individually, based on their goals and needs. We work in conjunction with Arkansas Division of Workforce Services and the Arkansas Career Pathways Initiative to identify training programs that lead to real world employment experiences to match education with obtaining employment.
Through the implementation of a co-enrollment policy for core and non-core programs, opportunities for braided funding will be realized that will essentially “stretch” the funding available through the programs. This is possible by each program contributing what they can instead of one program picking up the entire cost of training and supportive services. Non-core programs will be incorporated into this customer flow and co- enrollment process.
Furthermore, the Arkansas Community Colleges, the association representing all two-year colleges in the State, has been a vital partner in delivering services through several discretionary grants including the Arkansas Apprenticeship Pathway Initiative, the Arkansas Sector Partnership, and the Arkansas Job Driven National Emergency Grant. Their leadership and partnership has assisted the State in better connecting the workforce development center system with the State’s two-year college system.