Greetings, Discussion List Members,
Here are the Thursday Resources for this week.  Enjoy!
Donna

Donna Brian
Moderator, LINCS Workforce Competitiveness Discussion List
Off-list contact djgbrian at utk.edu

To post a message:
workplace at nifl.gov

To subscribe/unsubscribe/change options/access archives:
http://www.nifl.gov/mailman/listinfo/workplace


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Brought to our attention by Community College Research Center http://ccrc.tc.columbia.edu 

"Thinking Globally, Acting Locally: Colleges Drill for Local Data in Devising Workforce Programs" 
	An article in Community College Week features findings of a three-year study conducted by CCRC and the National Workforce Center for Emerging Technologies (NWCTE). The study examines the hiring process for entry-level information technology (IT) jobs and the role of community college IT programs.
http://www.ccweek.com/news/templates/default.aspx?a=1436&template=print-article.htm 

"Great Recession Transforms Workplace, Workforce"
	Going to work may never be the same again. The Great Recession has reshaped the American workplace and workforce in ways that will last years, if not longer.
http://www.ccweek.com/news/templates/template.aspx?articleid=1437&zoneid=7 

"The Outlook for Noncredit Workforce Education" 
	The recent growth in community college noncredit workforce education raises fundamental questions about whether the colleges are keeping pace with student and workforce needs, using resources efficiently in their organizational approach, and providing access to all students. To explore these issues, this chapter focuses on the following questions: What is the current system of noncredit workforce education in terms of state funding policy, community college organizational practice, and program outcomes? What are current issues and future trends for noncredit workforce education? The chapter draws on information from a study conducted in 2007 and 2008 by CCRC in conjunction with the National Council on Workforce Education and the National Council on Continuing Education and Training. (note from Donna: registration may be required to access this report.)
http://www3.interscience.wiley.com/cgi-bin/fulltext/122458151/PDFSTART 

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>From the National Centre for Vocational Education Research (NCVER) (Australia) http://www.ncver.edu.au/  


"Literacy and numeracy skills and their use by the Australian workforce"
	Australia's ageing population has led to a focus on keeping workers in the labour market longer. This paper summarises the findings from the first year of a three-year research program investigating the role of vocational education and training (VET) for older workers. Examining the use of literacy and numeracy skills by older workers and how this affects their VET participation, the paper found that older workers used their skills as much as younger workers, and that older workers in more demanding jobs relative to their skills are more likely to undertake training, although at lower levels than younger workers.
http://www.ncver.edu.au/research/proj/nr7508.pdf 

"Job requirements and lifelong learning for older workers"
	The relationship between job requirements, individual skills and the participation of workers in further education and training, with an emphasis on older workers, is the focus of this report. It found that workers who reported that their jobs are demanding relative to their skills were more likely to participate in education and training. Participation in further education and training was lower for older workers compared with younger workers, although it still increased as relative skills use increased.
http://www.ncver.edu.au/research/proj/nr7508_3.pdf  

"Skill matches to job requirements"
	Paying particular attention to older workers, this report examines the relationship between the skills of workers and the skill requirements of the jobs in which they work. The findings show that workers (in all age groups) with higher literacy and numeracy skills tend to use these skills more often than those with lower skill levels. Additionally, older workers used their skills in the workplace at least as much as younger workers, suggesting that they are not moving into less demanding jobs.
http://www.ncver.edu.au/research/proj/nr7508_2.pdf  

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President Obama's Remarks Concerning the American Graduation Initiative
	The passage of the American Graduation Initiative proposed by President Obama would reform and strengthen community colleges and play an important role in improving college transitions for adult learners. The President's remarks in a speech and a fact sheet on the American Graduation Initiative are contained in this press release.
http://www.whitehouse.gov/the_press_office/Excerpts-of-the-Presidents-remarks-in-Warren-Michigan-and-fact-sheet-on-the-American-Graduation-Initiative/ 

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>From Lumina Foundation http://www.luminafoundation.org  


"Lumina's Big Goal"
	Lumina Foundation's big goal calls for increasing the proportion of Americans with high-quality degrees and credentials to 60 percent by the year 2025.  To meet this, the nation must boost the number of college degree holders among traditionally underserved students: low-income students, students of color, first-generation students and adult learners.
http://www.luminafoundation.org/goal_2025/  

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Brought to our attention by the New Zealand Literacy Portal http://www.nzliteracyportal.org.nz/ 

"Basic skills workplace training for the cleaning sector: Guidelines and training materials"
	This UK resource (79 pages) from Basic Skills for Work is to develop employees' basic skills in both numeracy and literacy. The curriculum also focuses on important social and communication skills particularly required for the cleaning sector.
http://www.basic-skills-for-work.org/opencms/opencms/system/galleries/download/BS-public/BSCurriculumCleaning_en.pdf 

"Basic skills workplace training for the tourism and leisure sector"
	This UK resource (83 pages) is to develop employees' basic skills in both numeracy and literacy. The curriculum also focuses on important social and communication skills particularly required for the tourism and leisure sector.
http://www.basic-skills-for-work.org/opencms/opencms/system/galleries/download/BS-public/BS_CurriculumTourism_en.pdf  

"Developing curriculum: An evolving model for adult literacy and numeracy education"
	This Irish model (44 pages) describes a process for developing curriculum. This is a participative process carried out by learning partners, such as tutors and learners, with support from organisers, managers and others involved. This publication does not cover curriculum content.
http://www.nzliteracyportal.org.nz/imsdirector.php?resid=4373&ruid=2182 

"Expanding horizons: Pacesetters in adult education at work"
	This US report (31 pages) from CAAL and Forrest Chisman looks at initiatives to expand adult education for work and career pathway systems. Among the best are the 20 programmes that took part in the April 2009 Readiness Roundtable. These programmes are located in 15 states and vary greatly in size and range of services.
http://www.caalusa.org/Expanding.pdf  

"Workplace literacy & essential skills: What works? and why?: Literature review"
	This Canadian review (31 pages) was written to anchor discussion at the 2009 Summer Institute. The report follows on from a New Zealand report and it surveys research, policy and practice in workplace literacy from Canada, the United States, the UK, Australia and New Zealand.
http://www.nald.ca/library/research/cfl/wles/wles.pdf 

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>From Economic Policy Institute http://www.epi.org 


"Economy Track: An interactive look at the U.S. labor market"
	Economy Track provides the tools to track the recession and unemployment crisis, with the option of focusing specifically on trends by state, race/ethnic group, gender, occupation, and education level. Bringing together up-to-date and historic data, this site also provides important context by comparing the current economic downturn to past recessions. All of the data and methodology underlying Economy Track's graphs are downloadable and fully sourced, with some data only available from this new Economic Policy Institute resource.
http://www.economytrack.org/  

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>From Jobs for the Future http://www.jff.org/ 


"Connecting Literacy and Work"
	With funding from the Dollar General Literacy Foundation, Connecting Literacy and Work encompasses three strands of JFF work that are strengthening the connections between adult literacy and workforce development:
*Connecting adult literacy to employment;
*Building the capacity of literacy networks to partner with sector-based workforce development initiatives;
*Technical assistance and documentation.
Together, these activities will deepen and disseminate strategies that advance low-skilled adults in their careers through tighter linkages between adult literacy and workforce initiatives at the community level.
http://www.jff.org/projects/current/workforce/connecting-literacy-and-work/918  

"Adult Education for Work: Transforming Adult Education to Build a Skilled Workforce"
	This guide outlines specific steps that policymakers, program administrators, and providers can take to begin transforming their current adult education programs into Adult Education for Work programs. It provides: a vision for how comprehensive career pathways can be constructed to better meet our nation's skill needs; a framework for organizing and effective Adult Education for Work programs, with 23 quality elements designed to prepare adults for both postsecondary learning and work; and benchmarks and promising practices that illustrate quality elements already in action in programs across the country. It includes a self-assessment tool that program administrators and providers can use to evaluate the status of current program designs and offerings against the recommended set of benchmarks, identify gaps, and plan strategically for needed change.
http://www.jff.org/sites/default/files/adult_ed_work_guide.pdf  

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