1. Credentials That Count
Increasing Credential Attainment
through the Public Workforce System
Pamela Frugoli
Mary Alice McCarthy
Employment and Training Administration
U.S. Department of Labor

2. Goals Provide context on High Priority Performance Goal
Summarize strategies presented in TEGL for increasing credential attainment
Review resources and tools to support practitioners in the public workforce and education systems

3. The High-Priority Performance Goal
By June 2012, increase by 10 percent (to 220,000) the number of people who receive training and attain a degree or certificate through the following programs: Workforce Investment Act (WIA) adult, dislocated worker, and youth, National Emergency Grants (NEG), Trade Adjustment Assistance (TAA), and Career Pathways.

4. Why Postsecondary Credentials?
President Obama’s Goal:
Every American completes one year of postsecondary
U.S. leads the world in percentage of college graduates
Restore Economic Competitiveness
Labor market projections on skill demands
Reduce Income Inequality
Skills gap = income gap
President Obama has called on the United States to have “the best educated, most competitive workforce in the world,” leading the world in the percentage of Americans with postsecondary degrees and/or industry-recognized credentials by 2020.
In support of the President’s vision, the Secretary of Labor has proposed a goal of increasing by 10 percent the number of WIA, Trade Adjustment Assistance (TAA), Registered Apprenticeship, and Community-Based Job Training program completers who receive training and attain a degree or certificate by PY 2012.
In today’s increasingly competitive and turbulent world economy, economic growth and prosperity depend upon the education and skills of the American workforce.
The United States once the world in the percentage of its population holding postsecondary degrees. Today, it doesn’t even rank in the top ten.
In fact, for the first time in the country’s history, the next generation of Americans is likely to be less educated than the one before it.
The lack of educational attainment of American workers poses a threat to economic growth and to a broadly-shared prosperity.
LABOR MARKET PROJECTIONS: MAJORITY OF GOOD JOBS WILL REQUIRE POSTSECONDARY SKILLS…. GET THESE NUMBERS

5. Why Credentials: Job Seekers
Improve labor market outcomes for individuals
Employment: Significant differences in unemployment rates (5%)
Earnings: Differentials of 33% for Associates degrees and 62% for Bachelor’s degrees.
Women and minorities – increased gains from credentials
The data on the value of postsecondary credentials is compelling –on average, individuals with postsecondary credentials are more likely to be employed, earn more, and are less likely to be unemployed (laid off). (There is some disagreement about the value of occupational certificates that require less than one year of training – but we can talk about that in a minute…).
According to the most recent BLS report (October), million Americans are currently unemployed, and over 40% of them make up the ranks of the “long-term unemployed”, meaning that they have been out of work for more than 6 months.
DATA ON ADULTS: (I will need to fill this in for youth….any thoughts?)
According to the BLS, of the 14.8 million unemployed, 11 million are over the age of 24. And of these 11 million, half of them have only a high school diploma or less. That is, they lack any postsecondary experience or credential.
We know that postsecondary credentials make a significant difference in an individual’s earnings and job security. The unemployment rate among individuals with “some college or an Associate’s Degree” is 5 percentage points lower than individuals with no college experience, and their earnings are, on average, 10-15% higher.
But adults often fail to complete postsecondary training, particularly if they are required to complete remedial or developmental education before earning a credential.
For workers and job seekers, credentials improve their labor market experience through higher earnings, greater mobility and enhanced job security. Good-paying jobs in high demand industries generally require some form of postsecondary education or training and the earnings bump that accompanies postsecondary credentials is well established. According to one recent study, workers with an associate’s degree earned, on average, 33 percent more than workers with only a high school diploma or General Educational Development (GED) credential, and workers with a bachelor’s degree earned 62 percent more than the workers with no postsecondary training or education.7

6. Why Credentials: Job Seekers
The data on the value of postsecondary credentials is compelling –on average, individuals with postsecondary credentials are more likely to be employed, earn more, and are less likely to be unemployed (laid off). (There is some disagreement about the value of occupational certificates that require less than one year of training – but we can talk about that in a minute…).
According to the most recent BLS report (October), million Americans are currently unemployed, and over 40% of them make up the ranks of the “long-term unemployed”, meaning that they have been out of work for more than 6 months.
DATA ON ADULTS: (I will need to fill this in for youth….any thoughts?)
According to the BLS, of the 14.8 million unemployed, 11 million are over the age of 24. And of these 11 million, half of them have only a high school diploma or less. That is, they lack any postsecondary experience or credential.
We know that postsecondary credentials make a significant difference in an individual’s earnings and job security. The unemployment rate among individuals with “some college or an Associate’s Degree” is 5 percentage points lower than individuals with no college experience, and their earnings are, on average, 10-15% higher.
But adults often fail to complete postsecondary training, particularly if they are required to complete remedial or developmental education before earning a credential.
For workers and job seekers, credentials improve their labor market experience through higher earnings, greater mobility and enhanced job security. Good-paying jobs in high demand industries generally require some form of postsecondary education or training and the earnings bump that accompanies postsecondary credentials is well established. According to one recent study, workers with an associate’s degree earned, on average, 33 percent more than workers with only a high school diploma or General Educational Development (GED) credential, and workers with a bachelor’s degree earned 62 percent more than the workers with no postsecondary training or education.7 6

7. Why Credentials: Employers
Facilitate Hiring By Documenting Skills (reduce transaction costs)
Even more important in a global economy
Create Clear Talent Pipelines w/in Companies
Enable growth and strategic HR

8. What Is a Credential?
TEGL 17-05: … an attestation of qualification or competence issued to an individual by a third party (such as an educational institution or an industry or occupational certifying organization) with the relevant authority or assumed competence to issue such a credential.

9. What Is a Credential?
A credential is awarded in recognition of an individual’s attainment of measurable technical or occupational skills necessary to obtain employment or advance within an occupation
Characteristics:
Industry-recognized
Portable
Stackable

10. Strategies for the Public Workforce System
More (better) Referrals to Credential-Granting Training
Actions that Support Persistence/Completion of Program Participants
Quality Control through LMI, Employer Engagement and Related Tools
When describing the first point, refer to data that referrals to training and credential attainment declined during the last administration.

11. Strategies: Increasing Completion
Design around Needs of “Working Learners”
Contextualization
Flexible Scheduling
Flexible Delivery (on-line, workplace, etc)
This is tricky – so we need to be careful…..

12. Strategies: Increasing Completion
Shorten Time to Credential Attainment
Integrating Basic Skills Education and Training
Credit for Prior Learning
Accelerated program designs
Chunking/Modularization
This is tricky – so we need to be careful…..

13. Strategies: Increasing Completion
Provide Extensive Wrap-Around Services
Support Services (Transportation/Child Care)
Financial Aid (Pell)
TANF/SNAP Funds
Academic/Career Advising – Career Pathways
Job Placement/ Internships
Cohort learning/Peer Mentoring
(requires significant cross-agency collaboration)

14. Strategies: Ensuring Quality
Goal is to increase attainment of credentials with
labor market value!!!

15. Strategies: Ensuring Quality
But how do we determine the labor market value of a credential?

16. Strategies: Ensuring Quality
We ask Pam.
Office:
Cell: ( )

17. Strategies: Ensuring Quality
Use LMI to identify/ track in-demand skills
Survey employers to learn about skills needs and credential preferences
Leverage ETPL to ensure training programs result in industry-recognized credentials
Build staff capacity on LMI and career/academic counseling
Provide visual roadmaps and other tools to help participants invest wisely

18. Credential Resource Guide (TEGL Attachment 2)
Section 1 - Defining Credentials
Section 2 - Understanding Credentials
Section 3 - Tools for Identifying Credentials
Section 4 - Acquiring and Leveraging Credentials
Section 5 - Current Models of Industry-Recognized Stackable Credentials

19. The range of different types of credentials include
Educational diplomas, certificates and degrees;
Registered apprenticeship certificates;
Occupational licenses (typically awarded by State government agencies);
Personnel certifications from industry or professional associations; and
Other skill certificates for specific skill sets or competencies within one or more industries or occupations (e.g. writing, leadership, etc.).
Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System Glossary
On the Office of Apprenticeship Sponsors website at visitors can find information on the occupations and sponsors of registered apprenticeship programs in their state

20. Occupational Licenses
Granted by Federal, state or local governmental agencies;
Mandatory in the relevant jurisdiction;
Intended to set professional standards and ensure safety and quality of work, such as medical licenses for doctors;
Required in addition to other credentials (educational awards, apprenticeship, or certification);
Defined by laws and regulations;
Time-limited - occupational licenses must be renewed based on meeting on-going requirements to maintain the license; and
Violation of the terms of the license can result in legal action.

21. Personnel Certifications
Granted by third-party non-governmental agencies - usually associations, and by companies;
Intended to set professional standards for qualifications, such as a certification for a crane operator, or a Novell Network Certified Engineer;
The standards for certifications are not defined by government laws or regulations;
Usually require successful completion of an examination or assessment, which indicates mastery of competencies as measured against a defensible set of standards;
Standards are set through a defensible, industry-wide process of job analysis or role delineation that results in an outline of required knowledge and skills
Usually require a set amount of work experience or professional/practical experience;
Usually must be renewed in some way after a certain time period based on meeting certain requirements for renewal;
Voluntary - although state licensure boards and employers may specify certification as part of their requirements; and
Violation of standards or requirements can result in suspension or revocation of certification.

22. Attributes of Career-Enhancing Credentials
Industry-recognized
Stackable
Portable
Accredited

23. Current Models of Existing Industry-Recognized Stackable Credentials
Advanced Manufacturing
The Manufacturing Institute has endorsed a Manufacturing Skills Certification System
To be implemented through community colleges to enable participants to advance along a manufacturing career pathway
Beginning at entry level work readiness and employability skills up into specific technical competencies associated with specific types of manufacturing.

25. Current Models of Existing Industry-Recognized Stackable Credentials
Center for Energy Workforce Development
Get into Energy Career Pathways Model
Separates education and training into three categories that align with the tiers of the Energy Competency Model:
Basic Training (Tiers 1-3),
Industry Fundamentals (Tiers 4-5)
Job Specific Skills and Credentials (Tiers 6-8).

27. Current Models of Existing Industry-Recognized Stackable Credentials
Information Technology
The Computing Technology Industry Association (CompTIA) has developed several online tools to help users navigate the universe of IT credentials.
Getting America Back to Work (GABTW) is designed to guide individuals through an integrated IT training and certification process all the way through to identification of potential job openings.
The GABTW site guides individuals through a process:
1) assessment,
2) training,
3) certification, and
4) placement
At each stage, GABTW also provides referrals to relevant information—including referrals to local One-Stop Career Centers and to other training resources.

29. Major Accreditation Organizations for Personnel Certifications
The American National Standards Institute (ANSI)
Provides accreditation of personnel certifications and certificates
Maintains a Directory of Accredited Personnel (ANSI/ISO/IEC 17024) Certification Bodies, Applicants and Suspended Certification Bodies available online
The Institute for Credentialing Excellence (ICE)/ National Commission for Certifying Agencies (NCCA)
Maintains a listing of Accredited Certification Programs at: ICE/NCCA also has recently begun a program to accredit Personnel Certificates

30. Tools for Identifying Credentials
National Center for Education Statistics—College Navigator site:
ETA’s CareerOneStop Short-Term Training Finder:

31. Tools for Identifying Credentials—Career Clusters
Career and Technical Education Credentials: The Carl Perkins Career and Technical Education Act of 2006 emphasizes programs of study in career clusters and pathways, which link what students learn in school with the knowledge and skills they need for success in college and careers
The National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) provides information on the 16 CTE Career Clusters on their website
NASDCTEc has recently added related credentials listings to these cluster resources at:

32. Tools for Identifying Credentials--Licenses
CareerOneStop provides a searchable Licensed Occupations database
This online tool contains federal and state-provided information including: Licensing agency name, address, and contact information, including Internet links if available; license description and applicable fees; and examination requirements, if applicable.

33. http://www. careerinfonet. org/licensedoccupations/lois_keyword. asp

34. Tools for Identifying Credentials--Certifications
CareerOneStop provides a Certification Finder tool to identify industry or occupational personnel certifications.
This tool provides information including the certifying organization’s name, address, and related Web links; certification description; and certification details such as examination and/or work requirements.
Information about occupational and industry certifications associated with particular industry competency models is available through the Competency Model Clearinghouse, through the Find Resources search tool.

35. http://www.careerinfonet.org/certifications_new/ default.aspx

36. Tools for Identifying Credentials
CareerOneStop has introduced a new online tool, to assist dislocated workers and others who have work experience but may need to change careers to find employment.

38. Credit for Prior or Other Learning or Work Experience
National
American Council on Education (ACE) College Credit Recommendation Service (CREDIT) connects workplace learning with colleges and universities by helping adults gain access to academic credit for formal courses and examinations taken outside traditional degree programs. ACE provides reliable course equivalency information to facilitate credit award decisions. Participating organizations include corporations, professional and volunteer associations, schools, training suppliers, labor unions and government agencies.
ACE National Guide to College Credit for Workforce Training publishes credit recommendations for formal instructional programs offered by non-collegiate agencies, both civilian employers and the military.

39. Credit for Prior or Other Learning or Work Experience
Local
Experiential Learning Assessments: also known as individualized student portfolios or interviews.
Evaluation of Local Training: program evaluations done by individual colleges of non-collegiate instructional programs.
Challenge Exams: local tests developed by a college to verify learning achievement.
CAEL also has resources to assist educational institutions in incorporating prior learning to help their students achieve certificate and degree completion. This includes an online Prior Learning Assessment Certificate Program for educational institutions.

40. Credit for Prior or Other Learning or Work Experience
Credit by Examination
The College Level Examination Program® (CLEP) gives individuals the opportunity to receive college credit by earning qualifying scores on any of 34 examinations for knowledge acquired through independent study, prior course work, on-the-job training, professional development, cultural pursuits, or internships.
Advanced Placement (AP) Exams are a series of tests, initially for AP High School courses with 34 exams in 19 subject areas.
DSST Credit by Exam Program (formerly known as the DANTES Subject Standardized Test Program). These exams test knowledge of both lower-level and upper-level college material through 38 exams. DANTES is the Defense Activity for Nontraditional Education Support, designed to assist military personnel in obtaining civilian educational credit for military training.
Excelsior College Examination Program, (formerly, Regents College Exams or ACT/PEP Exams), offered by Excelsior College, New York.

41. Tools to Build Career Ladders

42. http://www. careeronestop
careerpathway/cpwoverview.aspx

43. Current Models of Existing Industry-Recognized Stackable Credentials
Bio-Science
The Missouri Economic Research and Information Center is using the industry competency models as resources to guide workforce development initiatives that address skill gaps in targeted industry clusters
Bio-1 is a workforce development partnership of regional industry groups, businesses, WIBs, educational and research institutions, and government and nonprofit organizations in New Jersey.

44. Current Models of Existing Industry-Recognized Stackable Credentials
State-Level Projects
Oregon has developed an interactive web-based tool that allows students and workers to chart a career path and identify the necessary educational and labor market credentials necessary to advance along it
For more information on Oregon’s statewide approach to increasing credential attainment, see the Worksource Oregon website.