Module Three: Facilitating a Team of Stakeholders to Provide a Continuum of Services
Partnerships: Think Big, Start Small, Have a Plan
We may look the same, but we’re undergoing change. While we still offer basic skills instruction and GED preparation, we’ve been preparing to assist the business community in meeting the needs of the ever growing number of employees / potential employees whose limited English language skills are a barrier to gainful employment.
If language deficiencies are preventing you from hiring or promoting English language learners, we can assist you in finding solutions.
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Sound bites for marketing your services
The task of preparing English language learners for the world of work is not one that adult education can accomplish alone. Dialogue among adult education providers, local workforce development networks, employers and industry representatives, and other community stakeholders with a vested interest in local economic development is critical in addressing local workforce needs.
A continuum of partnerships is essential to learners’ success. Improved English language skills by themselves do not necessarily ensure gainful employment unless partners provide linkages to post secondary academic and occupational training programs, support services, internships, job sources, and eventual employment.
Local workforce development networks must ensure that all customers of the federally funded workforce system, especially those with limited English language proficiency, receive equitable services (www.doleta.gov; or www.lep.gov).
Because English language services and job training have not been closely linked historically, partnerships are potential change agents. But elevating local partnerships to the requisite levels is no small task.
As adult education practitioners, you can be instrumental in promoting meaningful and equitable access at the local level. Unfortunately, cross training among workforce development partners – local workforce boards, education and training providers, one stop operators, employers, and other stakeholders - occurs so rarely in some communities that gaps in services can easily be overlooked.
Access to occupational training does not always require a GED or high school diploma. This by no means diminishes the value of these credentials, but acknowledges that adults can begin occupational training while working toward these. For individuals with a strong work ethic and a critical need for immediate employment, this option is a lifeline.
Many community colleges offer non-credit, short term occupational training that provides access to licensure and certificates. The offers vary from one institution to another, but local options need to be explored by individuals, program providers, and workforce partners.
With other states facing similar challenges in meeting the work-related needs of a limited English proficient workforce, information about what seems to work or doesn’t work abounds. Some of the lessons learned can guide Texas in its response. For example,
Technology solutions of this kind may be a way for low-level incumbent workers to acquire the proficiencies needed to enter career ladder programs in a cost effective, user-friendly way, provided employers are willing to finance technology solutions. At the very least, such technology may give workers without standard academic credentials (such as a high school diploma) a way to demonstrate their skill levels and thereby qualify for promotions within their job categories, for lateral moves, or for training programs.
Whether you find yourself convening a meeting of partners and stakeholders or participating in an already existing group, the resources included in this handbook will hopefully assist you in articulating adult education’s role in workforce-related education.