Education and Workforce Development Go Together: A Discussion Paper About People with Disadvantaged Backgrounds

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1 Education and Workforce Development Go Together: A Discussion Paper About People with Disadvantaged Backgrounds Judy Shaffer, Adult and Community Education Coordinator, E2CCBOCES October 27, 2009 As with the Discussion Paper on Education by Carol Hay, this Paper is meant to start discussions about what type of vision is needed to improve our workforce in the coming years. Such a vision can guide and encourage agencies, training providers, education entities, county residents, students, parents, business and industry people, and other stakeholders. The goal is to achieve a workforce of the future where employer and employee needs are met, where graduates are prepared for a global society, where the county s economic stability is enhanced and the quality of life in the county remains high. Creating a workforce is difficult as we do not totally know the needs of our employers in a global society that changes more rapidly in minutes than it used to change in years. We do know that our workers need to become creative thinkers and problem solvers who are able to work independently as well as in teams, and who can communicate successfully. Our workers must have a solid foundation of these and other transferable skills. Therefore, we must have a true continuum of the P-16 initiative that includes workforce training for out of school youth and adults, with a special focus for those with adverse backgrounds. In Chautauqua County this includes those with disabilities, mental health issues, limited English skills, poor work history, substance abuse issues, low literacy levels, and especially those with criminal backgrounds who usually have at least one other issue as well! We need to focus on populations that have special challenges getting into or reentering the workforce, such as women who are reentering the workforce after a long absence, or those who have been recently released from institutions. They need to become job seekers and employment ready in order to succeed in the new economy. Almost 70% of jobs do not require a four year or advanced university degree. Most jobs have an educational requirement that includes a high school, technical, community college, continuing education, and/or apprenticeship background. Flexibility, long range planning, and education are the keys to surviving the new economy. Specialized training is needed in many fields for the immediate career goal, but so is continuing education for the constant upgrading required by most industries. Globalization and information technology require a new commitment to lifelong learning by workers. The new economic reality requires industries to constantly change and adapt in order to compete globally. Employment is one of the biggest contributors to quality of life for people with disabilities and other adverse conditions. That means well-planned work experiences should be an integral part of transition and employability preparation. This should include: uncovering worker s strengths, needs, and interests through formal and informal assessments; promote workers' social skills - a major key to success in the workplace; recruit employers and help them accept and understand disabilities, accommodations, the advantages of hiring those with criminal backgrounds and other at risk populations; help workers decide when and how to disclose a disability or criminal record to an employer; guide workers in advocating effectively for themselves on the job; 1

2 involve families in negotiating, organizing, and supporting the work experience; help employers and employees meet each other's expectations and develop mutually beneficial partnerships; support and mentorship in the workplace; collaborate with other professionals to develop and sustain work experiences; build their own knowledge of legal considerations, including the requirements of the Fair Labor Standards Act, the ADA, and the Bureau of Justice. As I gathered information to include in this discussion paper, I kept coming back to one main objective: To increase the employment rate for at risk populations; especially for people with criminal backgrounds, one of the fastest growing populations in our county. Unemployment for this population has an even greater negative impact. According to a report to determine how many inmates held jobs prior to coming to jail, generated by the Office of the Sheriff in May, 2009, there were: Full time 13, Part time 11; Unemployed 247. Total 271 incarcerated at that time. Currently it is estimated that approximately 87% of offenders who are unemployed will return to jail at an estimated cost of $89 per day the average stay for reoffenders in the Chautauqua County Jail is 90 days! According to the Bureau of Justice Statistics, local governments spend more on criminal justice than state governments or the federal government. [D] Source: Justice Expenditure and Employment Extracts Note: Does not include intergovernmental expenditures such as federal grants; but these dollars are included as direct expenditures by the recipient government when they are spent for salaries, supplies, and so on. I whole heartedly agree with the information supplied by Dr. Sue McNamara for the Asset Inventory Survey. The primary goal should be to pull all resources in the community into a systematic approach to: help employers (current & future) become competitive in a global economy, help individuals attain life skills necessary for employment in family sustaining jobs. 2

3 To further this goal: 1. This approach must include opportunities to demonstrate the return on investment for assisting at risk populations including reducing recidivism and increasing job retention for ex-offenders would have for Chautauqua County taxpayers (businesses and individuals). 2. Special attention must be paid to career assessment, education, and training practices, especially for youth. 3. Justice policy must be changed in a way that promotes offender employment outcomes. There must be integrated education and training opportunities. To do so, education entities, employers, magistrates, the County Executive s Office, the Chautauqua County Office of the Sheriff, and other County officials must fully participate in countywide networks and initiatives such as the Incarcerated Transition Coalition, the Criminal Justice Coordinating Council, Chautauqua County Outreach Network (CCON), and the Homeless Coalition. Such an approach reinforces the importance that Chautauqua Works fundamentally supports both the economic vibrancy of the county as well as the quality of life by facilitating individuals to pursue career paths leading to family sustaining jobs. It would further ensure that Services are delivered through the One-Stops as well as through multiagency teams such as the business services team as it would include more county government participation. It would continue to leverage a variety of funding and training opportunities to serve an increasing population by increasing county and regional capacity; and therefore would push forward the WIB s top 3 goals: Integration of Services through the One-Stop that are user friendly and effective. Obtaining and leveraging increased funding to support economic, education and workforce activities Continued partnership across the following regions: Western New York (Erie, Niagara, Catt/Allegany Counties) Southern Tier I-86 corridor (12 counties) NY-Ohio-PA consortium I offer the following information for discussion and planning as the County seeks to develop a blueprint to improve workforce development. This blueprint needs to target various issues and possible solutions for our community: The factors apply not only for those on parole, but also on probation, released from the Chautauqua County Jail, and/or drug courts, and for others with adverse backgrounds. The eleven member Offender Workforce Development Specialist Partnership Training (OWDS) team from Chautauqua County also has a wealth of information and has conducted the first in a series of trainings in October. Captain Patrick Johnson, Warden at the Chautauqua County Jail is the contact person ( ). The particular hardships of young people, especially minorities and those with criminal backgrounds, seeking employment are illustrated by Edward DeJesus.. 3

4 Researched action steps for obtaining and retaining employment are available. Tracking the employment rates of at risk populations such as ex-offenders, including persons under their supervision, make it easier to determine the effectiveness of the measures that are being employed. Hire From Untapped Sources has specific contacts for Chautauqua County. Offender Youth Education and Training Engaging Youth Newsletter, April 2009 by Edward DeJesus articulates the obstacles that youth in this county face. Improving the Employment Rates of Ex- Prisoners Under Parole by John Rakis really targets the issues and possible solutions for our community. The factors apply not only for those on parole, but also on probation, released from the Chautauqua County Jail, and/or drug courts, etc. McKean Re-Entry Initiative: Offender Transition Program Resource Manual by the US Dept. of Justice, Federal Bureau of Prisons, Federal Corrections Institution outlines employment aids. Future Directions Initiative: An Action Plan for NYS Secondary and Postsecondary CTE by NYSED provides additional paths to high school graduation and ensures all students acquire the rigorous knowledge and skills needed to succeed as productive citizens in a global economy. Steps are applicable for in school/ out of school youth and adults. The work group narrowed their recommendations to 6 major areas 4 are student centered; 2 are system focused. Dr. Audrey J. Penner, Director Adult Education, Learner Supports and Applied Research, Holland College, Prince Edward Island apenner@hollandcollege.com summarizes appropriate strategies for disadvantaged workers: Adaptive Learning Strategies In a global economy, knowledge is the new currency, working with disadvantaged learners to assist them in tapping into this currency is important for economic prosperity. How they learn is becoming more important than what they learn, and adaptive learning strategies are necessary to customize learning and maximize potential. In conclusion, here are two quotes about how to address the current deficiencies: There is considerable evidence that prisoners are often ill-prepared to obtain employment upon release, frequently lacking the basic identity documents and skills needed to secure work. Parole [and other] agencies generally recognize the challenges faced by ex-prisoners in their search for employment and offer a wide range of employment-related assistance either directly or through agreements with other agencies If we are to determine what works best and for whom, common definitions and databases related to employment rates must be developed and used to measure the effectiveness of the interventions used by parole [and other] agencies. Additionally, policy makers must set goals for the employment rate of those under parole supervision [and 4

5 other], holding agency staff accountable for achieving these objectives. Related goals should also be set for the other branches of the criminal justice system. To that end, interagency planning is needed to ensure that the offenders receive the appropriate employment interventions at the appropriate time. This planning must take into account the rapidly changing nature of employment opportunities in this country, making adjustments as required. These recommendations will undoubtedly require an investment of resources into pre- and post-release employment strategies. However, they will also give government officials an opportunity to determine the most effective strategies to employ and to reduce duplication where it exists. Ultimately, the reduction in criminal justice and other costs associated with recidivism should offset the investments made. Given the public s desire to reduce the cost of government and see further declines in the crime rate, the time has come to make these investments. John Rakis In a global economy, knowledge is the new currency, working with disadvantaged learners to assist them in tapping into this currency is important for economic prosperity. How they learn is becoming more important than what they learn, and adaptive learning strategies are necessary to customize learning and maximize potential. Dr. Audrey Penner Respectfully submitted, Judy Shaffer 5