Research & Centers

Lessons Learned from Implementation and Research of Adult College Completion in Four States

The Rutgers/NAWB team’s efforts since 2010 to implement and conduct research on adult college completion in Mississippi, Pennsylvania, Indiana and Oklahoma have afforded us many “lessons learned” regarding what makes for a successful initiative. These lessons include: 

Federal and State Policy Supports

Local Policy Supports

Implementation

Partnership and Stakeholder

Strengthening Ties with Higher Education: Its Importance for Workforce Centers

A strong ACC program necessitates robust relationships between workforce centers and their higher education partners, community colleges and four-year colleges. The two systems share many mutual interests and have common goals. 

Strengthening the ties between workforce development and higher education can serve multiple functions for both systems. A closer working relationship can significantly improve:

Adult College Completion Terminology

Degree:A degree is a combination of technical skills with general education, and usually includes an additional element of social sciences education (Associate’s, Bachelor’s, Masters’, and Ph.D.).

Credential:A credential can be given for completion of one class, or a set of classes, streamlined to quickly enhance job skills.

CWW Research Capacity

As part of its diverse agenda, the Center for Women and Work (CWW) conducts cutting-edge research relevant to gender, workplace policies, education, career development, women’s leadership and advancement, work-life integration, and other issues of importance to New Jersey’s and the nation’s working families. 

See below for a summary of the research we perform at CWW.  For further information, please contact our Research Director, Danielle Lindemann, at djlind@work.rutgers.edu.  

Working with Adult Learners: The Importance of Educational Background

 WIA has been criticized for failing to link its training to meaningful careers for its clients, and for not offering counseling that determines whether a client’s training is a good match, gauges his or her training progress, and prevents clients from picking substandard, even fraudulent schools, and incurring debt.

Seven Key Steps Useful for Enhancing Degree Completion through Workforce Centers

Rutgers has made a strong case arguing that workforce centers can play a critical role in degree completion efforts. Enhancing and increasing these efforts takes only seven steps:

Why Degree Completion? Its Importance for Workforce Centers

Although often overlooked as a first line of support when matching workers with jobs, the case for degree completion is strong. Degree completion is:
 

Welcome to the Adult College Completion Portal!

Rutgers Education and Employment Research Center (EERC) and the National Association of Workforce Boards (NAWB) have worked since 2010 to implement the Adult College Completion Initiative (ACC) for adult learners. The overarching goal of this initiative is to shift policies and practices within states’ workforce development systems towards promoting college completion as a short-term training option for clients. A parallel goal is to conduct research to determine what difference adult college completion makes for both client and performance outcomes in the workforce system.

Workforce Online Learning Industry Portal (WOLIP)

In an effort to tailor and coordinate specific online training needs within and across states, the U. S. Department of Labor (USDOL), Employment and Training Administration awarded grants in 2008 to Colorado, Maine, Mississippi and Pennsylvania to pilot a demonstration project called the Collaborative Online Workforce Education and Training Portal. This demonstration project was evaluated by the CWW. Important findings on online learning, the Great Recession, gender and workforce development, and the value of a portal emerged.