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Building Collaborative Partnerships: Strategies for Getting Started

Building Collaborative Partnerships: Strategies for Getting Started. Collaborative Partnerships. It’s that evolution thing again! Adult education has been partnering and collaborating for years. Today’s Session. Assess what partnerships you currently have – share your success stories

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Building Collaborative Partnerships: Strategies for Getting Started

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  1. Building Collaborative Partnerships: Strategies for Getting Started

  2. Collaborative Partnerships • It’s that evolution thing again! • Adult education has been partnering and collaborating for years.

  3. Today’s Session • Assess what partnerships you currently have – share your success stories • Examine how they are the same – but different – from those outlined in the CLEG report • Gain some tips and resources for things you can begin now

  4. What do you think? • What do your current partnerships or collaborations look like? • With whom are you partnering or collaborating? • What is the purpose of these partnerships? • What service does each partner provide?

  5. So what will the new regional partnerships look like? • Good question – no answer • NWLB adult learning demonstration grants will inform the answer. • Transformation Taskforce report will inform the answer. • Effective models from other states will inform the answer. • DELEG committees will inform the answer.

  6. What do the CLEG Collaboratives and Partnerships look like? • The same – but different • Planned, deliberate, clearly articulated structure and responsibilities • State agency commitment to partnerships • Common performance measurement system • Mutual dependency

  7. Collaboratives…CLEG Style Structure Regional collaboratives in the state’s 25 workforce regions

  8. Collaboratives…CLEG Style • Responsibilities of the Regional Collaboratives: • Identify region’s characteristics including demographics, key industries, and available services • Determine how services should be offered • Develop one or more partnerships within the region that would focus on service delivery that addresses identified needs

  9. What do you think? • What organizations, agencies, or individuals do you think should serve on a regional collaborative?

  10. Collaboratives…CLEG Style Invited stakeholders to the collaboratives

  11. Partnerships…CLEG Style • Partnership membership: • Must include, at a minimum, • Adult basic skills organization • A post-secondary institution • Local Michigan Works! Agency or another organization with demonstrated workforce development capacity

  12. Partnerships…CLEG Style • Partnership responsibilities: • Identify its operational structure, including resource allocation and convener within the partnership • Convene various partners • Conduct a comprehensive needs assessment • Identify common challenges among partners and interventions

  13. Partnerships…CLEG Style • Partnership responsibilities: • Implement collaborative programs • Leverage funding, expertise, and other initiatives • Evaluate progress toward long-term goals identified by the partners • Identify new opportunities for impact • Conduct total quality management

  14. Partnerships…CLEG Style • Partnership responsibilities • Align services to create pathways, such as:

  15. What do you think? • How do these partnership responsibilities differ from your current partnerships? • Whom do you feel are the critical partners who would need to be included?

  16. You Can and Will Want to Get Started • Regardless of the specific structure • Common elements • Program Self Assessment • Collaborative Planning

  17. You Can and Will Want to Get Started Getting Started Resource Packet • Regional Needs Assessments • MOU’s • Aligned Entry & Exit Points • Career Pathways • Integrated Training

  18. The Goal Through community and regional collaboration and planning, students receive seamless services that enable them to reach their educational and employment goals.

  19. A Look at Five of the Elements 1.1 Regional assessment of needs • the demographics of the target population in need of adult learning services; • the identification of high growth job clusters, • the educational and training providers, • available support services, • available resources, • provision of professional development and technical assistance

  20. What can you begin now? • Identification of potential learners in your community/region • Identification of current service providers • Adult education and literacy • Community colleges • Technical career centers • Proprietary schools • Identification of high growth job clusters in your region

  21. A Look at Five of the Elements 1.2 Memoranda of Understanding • Among key partners • Adult Education • Postsecondary • MWA or other workforce development organization • Others? • Among support service providers

  22. What can you begin now? • Identify key contacts in: • Other adult education programs in your region • Community colleges and job training programs • MWA’s • Rehabilitation Services • Build and nurture relationships with them • Research their performance criteria – how are they judged?

  23. A Look at Five of the Elements 1.3 Occupational roadmaps in growth industries • Salary levels • Job descriptions and availability • Education, certification, and/or required degrees • Career progression in the industry • Length of training • Sources for more information

  24. An Example

  25. What can you begin now? • Research career pathways already developed or being developed in Michigan and other states • Select one high growth job cluster in your region and begin exploring the types of training programs currently available • What skills would Adult Education students need to successfully transition to those training programs?

  26. A Look at Five of the Elements 1.4 Aligned entry and exit points • Expected learner outcomes in one program match the skills, knowledge and abilities required to enter a subsequent program.

  27. What can you begin now? • Find out what score a student must earn on college entrance exams in your community colleges to bypass developmental education. • Align TABE and/or CASAS to the college entrance exams. • Identify the skills gaps and begin developing curriculum to address the higher order skills.

  28. A Look at Five of the Elements 1.5 Accelerated learning options • GED Fast Track • Integrated Training • Bridge Courses

  29. A Look at Five of the Elements Why Integrated Training? Take a look!

  30. What can you begin now? • Focus on high demand job clusters. • Explore models from other states on integrated training, GED Fast Track, and Bridge courses. • Ask if you or a staff member can audit a high demand occupational training program to observe the types of basic skills that are integrated within the course.

  31. Next Steps • Examine the self-assessment more closely. • Engage your staff in assessing your program’s current status. • Review the checklist of “Getting Started” actions. • Select one or two and ACT!

  32. This project was developed by National Human Resources Development, Inc. (NHRD) in cooperation with the Michigan Department of Energy, Labor and Economic Growth and funded through a grant under Section 222(a)(2) State Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of 1998, amended. For more information visit: http:www.maepd.org

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