Workforce

Leadership for Digital Transformation

Objective: State Accountability Measures for Industry-Recognized Credentials

Adopt a proven system to certify quality and consistency in how credentialing and micro-credentialing programs are developed and credentials awarded and recognized across the state, particularly from community colleges, public and private universities, and non-credit providers (National Governors Association).

Requirements

• Build a public registry of credentialing and micro-credentialing programs in a linked, open-data format from community colleges, public and private universities and colleges, as well as non-credit providers.
• Ensure that credentials and micro-credentials conferred translate to skills and competencies developed.
• Identify priority industry-recognized credentials and micro-credentials to count for post-secondary credit/hours and adopt a system to make high-value credentials attainment count in accountability systems (CAEL Future Credit for Prior Learning).

Metrics

• The registry is publicly accessible and user-friendly, with search and filter credentials and micro-credentials
• Reduced disparities in credentials and micro-credentials obtained by learners from different institutions
• Credentials and micro-credentials are mapped to high-demand industry skills and competencies as determined by labor market data (NSC 2024)

Objective: Credential Mapping to High-Demand Industry Skills and Skills-Based Hiring

Leverage strategic Public/Private Partnerships to develop and validate the specific skills and competencies in credentialing and micro-credentialing programs. This will promote skills-based hiring practices that will build a dynamic workforce ready for the future (Winters, 2024).

Requirements

• Establish collaborations between educational institutions, industry leaders, public and private sector employers, and government bodies to develop and validate digital credential programs (WIOA).
• Utilize standardized skill frameworks to map credentials to job roles and required skills (O*Net Resource Center).
• Ensure that annual labor market analyses are conducted in order to identify high-demand skills and adjust credential programs accordingly (U.S. Bureau of Labor Statistics).

Metrics

• Regular published reports on the alignment of credential programs with public- and private-sector jobs and industry skills
• The economic impact of credential programs measured by increased wages and employment rates of credential earners

Digital Ecosystem

Objective: Career and Technical Education (CTE) Expansion

Develop/adopt standards to expand and enhance CTE programs to include opportunities for caregivers and adult learners, ensuring that training is aligned with current job market demands and accessible to people at various life stages. This could involve evening classes, online courses, and apprenticeships that accommodate the schedules of working adults (Janicke-Bowles 2023), (The Digital Navigator Model 2024), (NSC).

Requirements

• Evaluate and certify curriculum that is relevant to learners at all levels in various industries and job roles.
• Integrate online courses, evening classes, and apprenticeships into CTE programs.

Metrics

• Increased satisfaction among caregivers and adult learners regarding the quality and relevance of the training programs via a pre- and post-survey
• Increase in the enrollment, graduation rates, and successful placement of learners in living-wage or higher-paying jobs

Consistent Access to Devices and Connectivity

Objective: Remote Learning and Work Hubs

Establish new or support existing state-funded hubs in rural areas that provide free and secure high-speed internet, education, workforce training, and workstations, available beyond school and business hours.

Requirements

• Leverage Public-Private Partnerships to establish and maintain remote learning and work hubs in rural areas where home access to high-speed internet remains unavailable.
• Conduct outreach and invest in existing hubs such as libraries, incubators, remote work centers, and other pre-existing locations that provide free and secure internet for education and workforce training.

Metrics

• Increased engagement in remote or blended learning and work opportunities among residents of rural, unserved, and underserved communities, as reported by the U.S. Census Bureau, (Connect Home USA Vol.2 2022)

Digital Competency

Objective: Workforce Digital Skilling and Certification Standards

Develop/adopt standards for digital skills training and certification to enhance workforce readiness and adaptation to technological advancements (Janicke-Bowles 2023),  (Skills-Driven State Community Of Practice 2022).

Requirements

• Use a research-based approach to adopt or develop standards for digital skill training that address current and emerging technology workforce skills (Chen, W., & Li, X. 2021).
• Leverage Public-Private Partnerships to implement, track, and report on training outcomes.

Metrics

• Increased readiness of learners to enter or advance in technology-driven job roles
• Demonstrated alignment of training programs with the evolving needs of the job market

Objective: Comprehensive Digital Career Pathways

Create requirements for career pathways leading from K-12 to higher education, especially community colleges, culminating in workforce credentials. This will break down the silos between different levels of education and workforce development, allowing individuals to pursue careers in technology and digital industries through multiple learning experiences, such as apprenticeships, externships, internships, and vocational training at all levels of their educational journey (Community College Student Perspectives on the Future of Work 2023).

Requirements

• Leverage Public-Private Partnerships to align pathways with emerging industry needs and to provide opportunities for hands-on experience.
• Define the skills and competencies required at each stage of the educational journey to ensure alignment and smooth transitions.
• Adopt best practices for integrating work-based learning into educational programs in the career pathways (NAF) (P-TECH).
• Identify and allocate funding sources to support the development and maintenance of these pathways, including scholarships and grants for students.

Metrics

• Smoother transition of students from one educational stage to the next
• High job placement rates, career advancements, and increased opportunities for economic mobility for program graduates
• Positive feedback from industry partners regarding the readiness, credentials, and skill level of program graduates

Technology for Accessibility & Inclusion

Objective: Workplace Accommodations

Offer incentives for employers to invest in providing reasonable accommodations and accessible technology devices for employees with disabilities as mandated by the Americans with Disabilities Act (ADA) (National Council on Disability 2007).

Requirements

• Leverage Private-Public Partnerships to create programs that encourage employer participation (North Carolina Generative AI Implementation Recommendations and Considerations for PK-13 Public Schools 2024).
• Establish tax incentives and grants to offset the costs of workplace accommodations for employers.
• Develop a centralized resource hub to provide employers with information, best practices, and access to suppliers of accessible technology and accommodations.

Metrics

• High participation rates among employers
• Increased hiring and retention rates of employees with disabilities in participating organizations