[Federal Register: May 3, 2005 (Volume 70, Number 84)]
[Notices]
[Page 22905-22924]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr03my05-100]
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DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) for Community-Based Job Training Grants
Announcement type: New. Notice of Solicitation for Grant
Applications.
Funding Opportunity Number: SGA/DFA-PY-04-10.
Catalog of Federal Assistance Number: 17.261.
Key Dates: The closing date for receipt of applications under this
announcement is July 6, 2005. Applications must be received at the
address below no later than 5 p.m. (eastern time). Application and
submission information is explained in detail in Section IV of this
SGA. Virtual Prospective Applicant Conferences will be held for this
grant competition. The dates and access information for these
prospective applicant conferences will be posted on ETA's Web site at
http://www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm.
SUMMARY: The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announces the availability of approximately
$125 million in grant funds for Community-Based Job Training Grants.
Community-Based Job Training Grants will be awarded through a
competitive process to support workforce training for high-growth
industries through the national system of community and technical
colleges. The primary purpose of these grants is to build the capacity
of community colleges to train workers to develop the skills required
to succeed in (i) local industries and occupations that are expected to
experience high growth and (ii) industries where demand for qualified
workers is outstripping the supply. Funds will be awarded to community
colleges to engage in a combination of capacity building and training
activities targeted at high-growth or high-demand industries in the
local economy.
In awarding Community-Based Job Training Grants, every effort will
be made to fairly distribute grants across rural and urban areas and
across the
[[Page 22906]]
different geographic regions of the United States. It is anticipated
that individual awards will range in amount from $500,000 to $2
million. A second solicitation is anticipated for Fall/Winter 2005.
This solicitation provides background information and describes the
application submission requirements, outlines the process that eligible
entities must use to apply for funds covered by this solicitation, and
details how grantees will be selected.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Grant Officer, Reference SGA/
DFA-PY-04-10, 200 Constitution Avenue, NW., Room N-4438, Washington, DC
20210. Telefacsimile (FAX) applications will not be accepted.
Information about applying online can be found in Section IV (C) of
this document. Applicants are advised that mail delivery in the
Washington area may be delayed due to mail decontamination procedures.
Hand delivered proposals will be received at the above address.
SUPPLEMENTARY INFORMATION:
This solicitation consists of eight parts:
Part I provides background information.
Part II describes the size and nature of the anticipated
awards.
Part III describes eligible applicants and other grant
specifications.
Part IV provides information on the application and
submission process.
Part V describes the criteria against which applications
will be reviewed and explains the proposal review process.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to
applicants.
I. Funding Opportunity Description
The Community-Based Job Training Grants (CBJTGs) are designed to
support workforce training for high-growth industries through the
national system of community and technical colleges. The primary
purpose of these grants is to build the capacity of community colleges
to train workers to develop the skills required to succeed in (i) local
industries and occupations that are expected to experience high growth
and (ii) industries where demand for qualified workers is outstripping
the supply. Part 1 of this section provides an overview of ETA's
demand-driven workforce investment strategies. Part 2 provides
background information on the principles underlying the CBJTGs. Part 3
describes critical elements of the grants themselves.
1. The Employment and Training Administration's Demand-Driven Workforce
Investment Strategies
Each year, the federal government invests over $15 billion in a
state and local network of resources, known as the workforce investment
system, to assist businesses in recruiting, training, and retaining a
skilled workforce. While these investments have in the past supported a
set of standard menu-driven services for employers and workers, the
realities of today's rapidly changing global economy make it imperative
that the workforce investment system support customized activities that
are driven by local employer demand. This demand-driven approach to
workforce development is necessary to prepare workers to take advantage
of new and increasing job opportunities in high-growth/high-demand and
economically vital industries and sectors of the American economy.
In a demand-driven workforce investment system, state and local
Workforce Investment Boards invest strategically in workforce
development activities that are relevant to the requirements of local
industry and have a long-term impact on the ability of the community to
meet local workforce demands. To do so, they bring to the table
critical collaborative partners in the development of America's
workforce: employers and education and training providers.
Within the context of these strategic partnerships, communities use
a solutions-based approach to workforce development planning, in which
the partnering entities work through the cycle of: (1) Collecting and
analyzing information about local workforce needs and critical capacity
constraints; (2) incorporating a business or demand-driven perspective
into issue identification and solutions development; (3) ensuring that
the right strategic partners are at the table; (4) working
collaboratively to explore, frame, and implement solutions; and (5)
assessing how the products and outcomes of the project can be
effectively deployed and replicated. The goal of this process is to
ensure that the proposed project will ultimately succeed in resolving
the industry-identified workforce challenge.
The solutions-based approach engages each collaborative partner in
its area of strength. Industry representatives and employers define
workforce challenges facing the industry and identify the competencies
and skills required for the industry's workforce. The workforce
investment system provides access to human capital (youth, unemployed,
underemployed, incumbent workers, and dislocated workers), assists with
training programs, and places trained workers in jobs. Community
colleges and other training providers assist in developing competency
models and training curricula and train new and incumbent workers. The
K-12 public education system ensures that investments at the community
college are part of a continuum of education and training leading to
successful skill development.
ETA first modeled the power of these strategic partnerships through
the President's High Growth Job Training Initiative (High Growth
Initiative). The High Growth Initiative is a strategic effort to
prepare workers for new and increasing job opportunities in high-
growth/high-demand and economically vital industries and sectors of the
American economy. Through the initiative, ETA identifies high-growth/
high-demand industries, evaluates their skills needs, and funds local
and national partnership-based demonstration projects that provide
workforce solutions to ensure that individuals can gain the skills to
get good jobs in these rapidly expanding or transforming industries.
The products, models and effective approaches that result from the High
Growth Initiative will be broadly disseminated to employers, education
and training providers, and the workforce investment system to build
their capacity to respond to employer demands.
2. Background on the Community-Based Job Training Grants
The Community-Based Job Training Grants (CBJTGs) continue the work
of the High Growth Initiative by incorporating its focus on high-
growth, high-demand industries and its emphasis on the role of
strategic partnerships in workforce development. The CBJTGs build on
the work of the High Growth Initiative by highlighting the critical
role community colleges play as partners in the demand-driven workforce
investment system, and by supporting community efforts to link training
initiatives to the skill demands of local employers. As a result, CBJTG
activities will lead to an increased number of high-growth firms being
supported by the local workforce and education systems, and more
individuals being trained and employed in high-growth sectors.
[[Page 22907]]
Community colleges represent a critical 21st century training
resource for workers needing to attain, retool, refine, and broaden
their skills to meet industry demand. According to the Bureau of Labor
Statistics, eighty percent of the fastest growing jobs in the United
States require some level of post-secondary education. The
accessibility and affordability of community college training, combined
with the adaptability of community college curricula to changing skill
needs, make community colleges a vital training resource for many U.S.
workers. Furthermore, community colleges are closely connected to local
labor markets, making them well-positioned to prepare workers for good
jobs with good wages in the local economy.
However, community college leaders and industry executives report
that many community colleges are unable to meet local demand for
training because of critical capacity constraints. These capacity
constraints occur when community colleges lack sufficient resources to
support training facilities and equipment, curriculum development,
faculty appointments, clinical experiences, and/or other elements that
are necessary to provide either the volume or quality of training that
industry requires. Despite rising application rates, the reality of
current state and local budgets often prevents colleges from funding
the programs, faculty, and student services they need to be responsive
to local workforce demands.
The CBJTGs will address this critical capacity issue. Funds will be
awarded to community colleges to engage in a combination of capacity
building and training activities targeted at high-growth or high-demand
industries in the local economy.
3. Critical Elements of Community-Based Job Training Grants
It is ETA's expectation that CBJTGs will contain at least six
critical elements. These elements consist of: (A) Focus on skill and
competency needs of local high-growth/high-demand industries; (B)
strategic partnerships; (C) industry-driven capacity building and
training efforts; (D) leveraged resources; (E) replication; and (F)
clear and specific outcomes. These characteristics are reflected in the
evaluation criteria in Part V and are described in further detail
below. For examples of projects that integrate these elements, please
see Appendix A.
A. Focus on skill and competency needs of local high-growth/high-
demand industries. The Workforce Investment Act of 1998 (Pub. L. 105-
220) (WIA) emphasizes a workforce system driven by the needs of local
employers. In order for America to remain competitive in the global
economy, it is essential that ETA target its investments to support
employers in high-growth/high-demand industries. Community colleges
play a vital role in this effort by providing training to address the
workforce needs of these industries. A high-growth/high-demand industry
meets one or more of the following criteria: (1) Is projected to add
substantial numbers of new jobs to the economy; (2) has a significant
impact on the economy overall; (3) impacts the growth of other
industries; (4) is being transformed by technology and innovation
requiring new skill sets for workers; or (5) is a new and emerging
business that is projected to grow.
B. Strategic Partnerships. ETA believes that strategic partnerships
between community colleges, the workforce investment system, business
and industry, and the continuum of education, including the K-12
system, need to be in place in order to implement effective demand-
driven training and capacity building strategies. These strategic
partnerships may have a local, regional, or statewide focus, and may
include a consortium of partners or cross-industry representatives.
Specific requirements for strategic partnerships are outlined in
Section III (3). These strategic partnerships should focus broadly on
the workforce challenges of one or more high-growth, high-demand
industries and work collaboratively to identify and implement solutions
to those challenges. These solutions should include, among others,
strategies to increase the capacity of local community colleges to
educate and train more workers with industry-defined skills and
competencies. Therefore, the investment in community college capacity
building would be one of many strategies and solutions that evolve from
the partnership. While ETA welcomes applications from newly formed
strategic partnerships, applicants are advised that grant funds may not
be used for partnership development.
Within the context of the broader strategic partnership and as it
relates to this grant, each collaborative partner should have clearly
defined roles. Each partner should verify their role through a letter
of commitment attached to the proposal. The exact nature of these roles
may vary depending on the issue areas being addressed and the scope and
nature of the activities undertaken. However, ETA expects that each
collaborative partner will, at minimum, contribute in the following
ways. Employers should be actively engaged and participate fully in
every aspect of grant activities including: defining the program
strategy and goals; identifying needed skills and competencies;
designing training approaches and curricula; implementing the program;
contributing financial support; and, where appropriate, hiring
qualified training graduates. The K-12 education system is an important
foundational partner to ensure the project's activities are tied to the
broader continuum of education in the community. The workforce
investment system, which may include state and local Workforce
Investment Boards, State Workforce Agencies, and One-Stop Career
Centers and their cooperating partners, as such terms are defined under
WIA, may play a number of roles, including: identifying and assessing
candidates for training; working collaboratively to leverage WIA
investments; referring qualified candidates to the community college
for enrollment; providing wrap-around support services, where
appropriate; and referring qualified training graduates to employers
with existing job openings.
In order to maximize the success of the project and to keep pace
with the rapid changes in the economy and the nature of the skills and
competencies necessary for work in these industries, these strategic
partnerships need to be substantial and sustained. ETA encourages
partners to plan for sustainability of the partnership to enable
ongoing assessment of industry workforce needs and collaborative
development of solutions on an ongoing basis.
C. Industry-driven capacity building and training efforts. All
CBJTGs must develop and implement a combination of capacity building
and training activities that target skills and competencies demanded by
local high-growth/high-demand industries. Applicants are not limited in
the strategies and approaches they may employ to implement their
capacity building and training strategies, provided the activities meet
the following requirements:
(1) Training. Training activities must: (a) Occur within the
context of a continuum of education and training that supports long-
term career growth, such as an articulated career ladder/lattice and
(b) result in college credit or other credentials that are industry-
recognized and indicate a level of mastery and competence in a given
field or function. The credential awarded to participants upon
completion should be based on the type of training provided through the
grant and the requirements
[[Page 22908]]
of the targeted occupation, and should be selected based on
consultations with industry partners. For example:
a. Customized and short-term training should result in a
performance-based certification or certificate. This certification may
be developed jointly by employers and the community college, based on
defined knowledge and skill requirements for specific high-demand
occupations/functions. Performance-based certifications may also be
based on industry-recognized curriculum and standards.
b. Training in information technology, allied health professions,
and other fields with established professional standards and
examinations should result in certification.
c. In states where licensure is required for the specific
occupation targeted by the training, the credentialing requirement
should be set accordingly.
d. In some instances, training provided under CBJTGs may lead to a
degree. In these instances, the credential required will be credit for
each course leading to an Associate's or Applied Associate's degree.
(2) Capacity Building. Community colleges are encouraged to broadly
assess their capacity to meet the training needs of the targeted high-
growth/high-demand industry or industries. Proposed capacity building
strategies are expected to address significant barriers which impede
the ability of the community college to meet local industry demand for
workforce training. These strategies should not simply address isolated
deficits, but rather provide a comprehensive solution to identified
capacity challenges as they relate to the industry or industries of
focus. Examples of capacity building activities include, but are not
limited to:
a. The development or adaptation of competency models and curricula
to support training;
b. The development of innovative curricula, teaching methods and
instructional design to maximize the impact of the initiative in
meeting the skills needs of employers;
c. Innovative strategies to ensure availability of qualified and
certified instructors;
d. Procurement of equipment and simulation equipment necessary to
train to industry-demanded skills; or
e. Support for clinical experiences required for certification or
licensure.
Capacity building activities must meet two criteria: (1) The
proposed capacity building efforts must be directly linked to the
specific training supported under the grant; and (2) grantees must use
their grant funds in a manner consistent with the regulations and
policies governing use of funds under 171(d) of WIA, which broadly
allows the funds to be utilized to test an array of approaches to the
provision of training services and support the development and
replication of effective training strategies.
D. Leveraged Resources. Projects funded through CBJTGs should
leverage resources from key entities in the strategic partnership.
Leveraging resources in the context of strategic partnerships
accomplishes three goals: (1) It allows for the strategic pursuit of
resources; (2) it increases stakeholder investment in the project at
all levels including design and implementation phases; and (3) it
broadens the impact of the project itself. Applicants are encouraged to
leverage significant resources from key partners and other
organizations to maximize the impact of the project on the community.
ETA strongly encourages CBJTG applicants and their strategic
partners to be entrepreneurial as they seek out, utilize, and sustain
these resources, whether they are in-kind or cash contributions, when
creating capacity building and training strategies. Businesses, faith-
based and community organizations, and foundations often invest
resources to support workforce development. Faith-based and community
organizations may provide resources such as support services,
mentoring, tutoring, and volunteers, all of which are important
resources for grantees to leverage in assisting the populations
targeted by these funds. In addition, other government programs,
including the Department of Education, the Department of Commerce, and
other ETA programs, such as registered apprenticeship and Job Corps,
may have resources available that can be integrated into the proposed
project.
ETA also encourages applicants to integrate WIA funding at the
state and local level into their proposed project. Integrating WIA
funds ensures that the full spectrum of assets available from the
workforce system is leveraged to support the capacity building and
training activities. The wide variety of WIA programs and activities
provide both breadth and depth to the proposed solution offered to both
business and individuals. The use of WIA funds also serves to embed the
solutions-based approach into the local or regional workforce
investment system, which strengthens the system's ability to become
more demand-driven.
E. Replication. CBJTGs are intended to drive the community college
system and the workforce investment system to be more responsive to the
workforce demands of industry by making the products, models, and
effective approaches that result from CBJTG investments available to
both systems. To that end, grantees will develop the foundations and
outcomes of CBJTG projects, including the learning and achievement
resulting from the projects, into solutions-based models that can be
shared with, and implemented by, other community colleges, the
workforce system, and industry leaders.
F. Outcomes. The CBJTGs will be fundamentally results-oriented.
Therefore, clear and specific outcomes that are appropriate to the
nature of the proposed activities and the size of the project are vital
components of CBJTG projects. Because CBJTGs invest in customized
strategies to address local workforce and skills shortages, ETA
recognizes that specific outcomes will vary from project to project
based on the specific activities proposed. Training outcomes should
include those tracked by the Common Measures, the OMB-approved uniform
evaluation metrics for job training and employment programs. A detailed
description of ETA's policy on the Common Measures can be found in the
Training and Employment Guidance Letter (TEGL) No. 28-04 (http://wdr.doleta.gov/directives/attach/TEGL28-04.pdf
). A basic list of Common
Measures is provided as attachment B to the TEGL (http://wdr.doleta.gov/directives/attach/TEGL28-04_AttachB.pdf
). Capacity
building outcomes should include products, models, and activities that
increase the capacity of the community college to provide training as
well as the impact each outcome has on the number of individuals the
community college can train and/or the quality of that training.
Outcomes and impacts of the proposed project should satisfactorily
address the industry-identified workforce need and the community
college capacity constraint identified by the partnership.
II. Award Information
1. Award Amount
ETA intends to fund approximately seventy-five (75) projects
through grants ranging from $500,000 to $2 million through this
competition; however, this does not preclude ETA from funding grants at
either a lower or higher amount, or funding a smaller or larger number
of projects, based on the type and the number of quality submissions.
Applicants are encouraged to submit budgets for quality projects at
whatever funding level is appropriate to the project. Nevertheless,
applicants should recognize that the funds available through this SGA
are intended to
[[Page 22909]]
complement additional leveraged resources rather than be the sole
source of funds for the proposal. A second competition planned for
Fall/Winter 2005 will request applications for the funding of
additional projects.
2. Period of Performance
ETA intends that the initial period of grant performance will fall
within a range of 24 to 36 months from the date of execution of the
grant documents. However, ETA will determine an appropriate period of
performance on a per-award basis that will allow for the completion of
capacity building and training efforts, and allow time for post-
training participant tracking in the workplace.
III. Eligibility Information
1. Eligible Applicants
In order to be eligible for consideration under this solicitation,
the applicant must be a publicly funded institution of higher education
that grants associate degrees. Therefore, applicants must demonstrate
that they comply with the definition of a community college in 20
U.S.C. 2371:
The term ``community college''--(A) means an institution of
higher education [as defined in 20 U.S.C. 1001] that provides not
less than a 2-year program that is acceptable for full credit
towards a bachelor's degree; and (B) includes tribally controlled
colleges and universities.
Applicants that fail to meet this eligibility requirement will be
removed from consideration prior to the technical review process.
Please note: (1) The applicant and fiscal agent for this grant
initiative must be the same entity; and (2) in accordance with Section
18 of the Lobbying Disclosure Act of 1995 (Pub. L. 104-65) (2 U.S.C.
1611), non-profit entities incorporated under Internal Revenue Service
Code section 501(c)(4) that engage in lobbying activities are not
eligible to receive Federal funds and grants.
2. Cost Sharing or Matching
Cost sharing, matching, or cost participation is not required for
eligibility; however, applicants are encouraged to leverage the
resources of the partnership whenever possible.
3. Other Grant Specifications
(1) Demonstrated Partnerships. To be considered for funding under
this SGA, the applicant must demonstrate that the proposed project will
be implemented by a strategic partnership that includes at least one
entity from each of the following categories: (1) The publicly-funded
Workforce Investment System, which may include state and local
Workforce Investment Boards, State Workforce Agencies, and One Stop
Career Centers and their partners; (2) the community college system;
(3) employers and industry-related organizations such as associations
and unions; and (4) the continuum of education, including the K-12
public education system. The strategic partnership may be a legally
organized partnership or joint venture, or a more informal
collaboration. As discussed above in Section III(1), the applicant
itself, for the purpose of being bound in the grant application and any
resulting award, must be a publicly funded community college.
(2) Required Capacity Building and Training Activities. To be
considered for funding under this SGA, proposed grant activities must
include a combination of capacity building and training activities that
target skills and competencies demanded by local high-growth/high-
demand industries. Training activities must result in college credit or
other credentials that are industry-recognized and indicate a level of
mastery and competence in a given field or function. Proposed capacity
building activities must address barriers that impede the ability of
the community college to meet local industry demand for workforce
training and must be directly linked to the specific training supported
under the grant. Applicants may propose a cross-cutting capacity
building and training strategy that will support training in more than
one high growth/high demand industry if the applicant can demonstrate
that skill needs in the identified industries are shared.
(3) Participants Eligible to Receive Training. Generally, the scope
of potential trainees is very broad. WIA Sec. 171(d) authorizes
demonstration programs to serve dislocated workers, incumbent workers,
and new entrants to the workforce. This authorization supports a broad
range of training for a variety of populations, including: Incumbent
workers who need new skills for jobs in demand up the career ladder or
because the skill needs for their current job have changed; untapped
labor pools such as immigrant workers, individuals with disabilities,
veterans, older workers, youth, etc; or entry level workers who need
basic skills and/or specific occupational skill training. The
identification of targeted and qualified trainees should be part of the
larger project planning process undertaken by the required partnership
and should relate to the workforce issue that is being addressed by the
training.
(4) Training Providers. The community college applicant must offer
appropriate credentials for all proposed training. Generally, it is
assumed that the applicant will also be the training provider. However,
ETA encourages applicants to be creative in integrating partner
resources into the training plan. For example: A business partner may
provide a qualified instructor to the community college; the community
college may provide on-site training for workers to take advantage of
business-loaned equipment; the training may be provided jointly; or
some of the training may utilize distance learning alternatives.
(5) Veterans Priority. In circumstances where a grant recipient
must choose between two equally qualified candidates for training, one
of whom is a veteran, the Jobs for Veterans Act (Pub. L. 107-288)
requires that grant recipients give the veteran priority of service by
admitting him or her. The Jobs for Veterans Act provides priority of
service to veterans and spouses of certain veterans for the receipt of
employment, training, and placement services in any job training
program directly funded, in whole or in part, by the Department of
Labor. Please note that, to obtain priority of service, a veteran must
meet the program's eligibility requirements. ETA Training and
Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003)
provides general guidance on the scope of the Job for Veterans Act and
its effect on current employment and training programs. TEGL No. 5-03,
along with additional guidance, is available at the ``Jobs for Veterans
Priority of Service'' Web site (http://www.doleta.gov/programs/vets).
IV. Application and Submission Information
1. Address To Request Application Package
This SGA contains all of the information and forms needed to apply
for grant funding.
2. Content and Form of Application Submission
The proposal must consist of two (2) separate and distinct parts,
Parts I and II. Applications that fail to adhere to the instructions in
this section will be considered non-responsive and may not be given
further consideration.
Part I of the proposal is the Cost Proposal and must include the
following three items.
The Standard Form (SF) 424, ``Application for Federal
Assistance'' (Appendix B) (available at http://www.whitehouse.gov/omb/grants/sf424.pdf
). The SF 424 must clearly
[[Page 22910]]
identify the applicant and be signed by an individual with authority to
enter into a grant agreement. Upon confirmation of an award, the
individual signing the SF 424 on behalf of the applicant shall be
considered the representative of the applicant.
All applicants for federal grant and funding opportunities
are required to have a Dun and Bradstreet (DUNS) number. See Office of
Management and Budget (OMB) Notice of Final Policy Issuance, 68 FR
38402 (June 27, 2003). Applicants must supply their DUNS number in item
5 of the new SF 424 issued by OMB (Rev. 9-2003). The DUNS
number is a nine-digit identification number that uniquely identifies
business entities. Obtaining a DUNS number is easy and there is no
charge. To obtain a DUNS number, access this Web site: http://www.dunandbradstreet.com
or call 1-866-705-5711.
SF 424A, the Budget Information Form (Appendix C)
(available at http://www.whitehouse.gov/omb/grants/sf424a.pdf). In
preparing the Budget Information Form, the applicant must provide a
concise narrative explanation to support the request. The budget
narrative should break down the budget and leveraged resources by
deliverable, should discuss cost per-participant, and should discuss
precisely how the administrative costs support the project goals.
Please note that applicants that fail to provide a SF 424, SF 424A
and/or a budget narrative will be removed from consideration prior to
the technical review process. Applicants are also encouraged, but not
required, to submit OMB Survey N. 1890-0014: Survey on Ensuring Equal
Opportunity for Applicants, which can be found in Attachment D.
Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement the
CBJTG in accordance with the provisions of this solicitation. The
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with 12 point text font and one-inch
margins. In addition, in attachments which may not exceed ten (10)
pages, the applicant may provide resumes, a list of staff positions to
be funded by the grant, statistical information and other related
material. The required letters of commitment from partners must be
submitted as additional attachments, which will not count against the
allowable 10-page limit on attachments. The applicant must reference
any partners in the text of the Technical Proposal. No cost data or
reference to prices should be included in the Technical Proposal. The
following information is required:
A two-page abstract summarizing the proposed project and
applicant profile information including: Applicant name, project title,
industry focus, partnership members, proposed training and capacity
building activities, funding level requested, and the amount of
leveraged resources;
A table of contents listing the application sections;
A time line outlining project activities and an
anticipated schedule for deliverables; and
A project description as described in the Evaluation
Criteria section at Part V(1) of this solicitation.
Please note that the abstract, table of contents, and time line are
not included in the twenty page limit. Applications that do not provide
Part II of the application will be removed from consideration prior to
the technical review process.
Applications may be submitted electronically on Grants.gov or in
hard-copy via mail or hand delivery. These processes are described in
further detail in section IV(3). Applicants submitting proposals in
hard-copy must submit an original signed application (including the SF
424) and one (1) ``copy-ready'' version free of bindings, staples or
protruding tabs to ease in the reproduction of the proposal by DOL.
Applicants submitting proposals in hard-copy are also requested, though
not required, to provide an electronic copy of the proposal on CD-ROM.
3. Submission Date, Times, and Addresses
The closing date for receipt of applications under this
announcement is July 6, 2005. Applications must be received at the
address below no later than 5 p.m. (Eastern Time). Applications sent by
e-mail, telegram, or facsimile (fax) will not be accepted. Applications
that do not meet the conditions set forth in this notice will not be
honored. No exceptions to the mailing and delivery requirements set
forth in this notice will be granted.
ETA will host CHJTG Virtual Prospective Applicant Conferences for
this grant competition. The dates and access information for these
prospective applicant conferences will be posted on ETA's Web site at
http://www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm.
Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Grant Officer, Reference SGA/
DFA-PY-04-10, 200 Constitution Avenue, NW., Room N-4438, Washington, DC
20210. Applicants are advised that mail delivery in the Washington area
may be delayed due to mail decontamination procedures. Hand delivered
proposals will be received at the above address. All overnight mail
will be considered to be hand-delivered and must be received at the
designated place by the specified closing date.
Applicants may apply online through Grants.gov (http://www.grants.gov
). It is strongly recommended that applicants using
Grants.gov immediately initiate and complete the ``Get Started''
registration steps at http://www.grants.gov/GetStarted. These steps may
take multiple days to complete, and this time should be factored into
plans for electronic application submission in order to avoid facing
unexpected delays that could result in the rejection of an application.
If submitting electronically through grants.gov, it would be
appreciated if the application submitted is saved as .doc, .pdf or .txt
files
Late Applications: Any application received after the exact date
and time specified for receipt at the office designated in this notice
will not be considered, unless it is received before awards are made
and it (a) was sent by U.S. Postal Service registered or certified mail
not later than the fifth calendar day before the date specified for
receipt of applications (e.g., an application required to be received
by the 20th of the month must be post marked by the 15th of that month)
or (b) was sent by U.S. Postal Service Express Mail or Grants.gov to
the addressee not later than 5 p.m. at the place of mailing or
electronic submission one working day prior to the date specified for
receipt of applications. It is highly recommended that online
submissions be completed one working day prior to the date specified
for receipt of applications to ensure that the applicant still has the
option to submit by U.S. Postal Service Express Mail in the event of
any electronic submission problems. ``Post marked'' means a printed,
stamped or otherwise placed impression (exclusive of a postage meter
machine impression) that is readily identifiable, without further
action, as having been supplied or affixed on the date of mailing by an
employee of the U.S. Postal Service. Therefore, applicants should
request the postal clerk to place a legible hand cancellation ``bull's
eye'' postmark on both the receipt and the package. Failure to adhere
to the above instructions will be a basis for a determination of
nonresponsiveness.
[[Page 22911]]
4. Intergovernmental Review
This funding opportunity is not subject to Executive Order (EO)
12372, ``Intergovernmental Review of Federal Programs.''
5. Funding Restrictions
Determinations of allowable costs will be made in accordance with
the applicable Federal cost principles, e.g., Educational Institution--
OMB Circular A-21. Disallowed costs are those charges to a grant that
the grantor agency or its representative determines not to be allowed
in accordance with the applicable Federal Cost Principles or other
conditions contained in the grant. Applicants will not be entitled to
reimbursement of pre-award costs.
Limitations on Cost Per-Participant. Because the costs of training
may vary considerably depending on the skills and competencies required
in different occupations in different industries, flexibility will be
provided on cost per-participant. However, applications for funding
will be reviewed to determine if the cost of the training is
appropriate and will produce the outcomes identified. Applicants should
demonstrate that the proposed cost per-participant is aligned with
existing price structures for similar training in the local area, if
available, or with the community college's existing price structures
for the type of program offered.
Administrative Costs. An entity that receives a CBJTG to carry out
a project or program may not use more than 5 percent of the total
amount of the grant to pay administrative costs associated with the
program or project. The Grant Officer reserves the right to negotiate
administrative cost levels prior to award. Administrative costs are
defined at 20 CFR 667.220. Although there will be administrative costs
associated with the management of the partnership as it relates to
specific grant activity, the primary use of funding should be to
support the capacity building and training activities.
ETA Intellectual Property Rights. Applicants should note that
grantees must agree to provide DOL/ETA a paid-up, nonexclusive and
irrevocable license to reproduce, publish, or otherwise use for federal
purposes all products developed, or for which ownership was purchased,
under an award, including, but not limited to, curricula, training
models, technical assistance products, and any related materials, and
to authorize them to do so. Such uses include, but are not limited to,
the right to modify and distribute such products worldwide by any
means, electronically or otherwise.
Legal Rules Pertaining to Inherently Religious Activities by
Organizations that Receive Federal Financial Assistance. The government
is prohibited from providing direct support to religious activity \1\.
See 29 CFR part 2, subpart D. Funds from these grants may not be used
to directly support religious instruction, worship, prayer,
proselytizing or other inherently religious practices. Neutral, secular
criteria that neither favor nor disfavor religion must be employed in
the selection of grant and sub-grant recipients. In addition, under the
WIA and DOL regulations implementing the Workforce Investment Act, a
recipient may not use direct Federal assistance to train a participant
in religious activities or employ participants to construct, operate,
or maintain any part of a facility that is used or to be used for
religious instruction or worship. See 29 CFR 37.6(f). Under WIA, ``no
individual shall be excluded from participation in, denied the benefits
of, subjected to discrimination under, or denied employment in the
administration of or in connection with, any such program or activity
because of race, color, religion, sex (except as otherwise permitted
under Title IX of the Education Amendments of 1972), national origin,
age, disability, or political affiliation or belief''.
---------------------------------------------------------------------------
\1\ The term ``direct'' support is used to describe funds or
other support that are provided ``directly'' by a governmental
entity or an intermediate organization with the same duties as a
governmental entity, as opposed to funds that an organization
receives ``indirectly'' as the result of the genuine and independent
private choice of a beneficiary within the meaning of the
Establishment Clause of the U.S. Constitution.
---------------------------------------------------------------------------
6. Withdrawal of Applications
Applications may be withdrawn by written notice or telegram
(including mailgram) received at any time before an award is made.
Applications may be withdrawn in person by the applicant or by an
authorized representative thereof, if the representative's identity is
made known and the representative signs a receipt for the proposal.
V. Application Review Information
1. Evaluation Criteria
This section identifies and describes the criteria that will be
used to evaluate proposals for a Community-Based Job Training Grant.
These criteria and point values are:
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
A. Statement of Need........................................... 15
B. Linkages to Key Partners.................................... 20
C. Training and Capacity Building Plan......................... 25
D. Outcomes, Benefits, and Impact.............................. 30
E. Program Management and Organization Capacity................ 10
--------
Total Possible Points...................................... 100
------------------------------------------------------------------------
A. Statement of Need (15 Points)
Scoring on this criterion will be based on the extent to which the
applicant demonstrates a clear and specific need for Federal investment
in the proposed activities. Applicants must demonstrate this need by:
(a) Identifying the industry or industries of focus; (b) establishing
that the identified industry satisfies ETA's criteria for a high-
growth/high-demand industry in the local economy as described in Part
I(1) of this solicitation; (c) providing evidence of industry demand
for training in the local economy; and (d) describing in detail the
capacity challenges the community college faces that limit its ability
to provide sufficient quantity or quality of training to meet the
identified industry's demand. In addition, applicants should provide
evidence that the capacity challenge to be addressed by the grant was
identified in the context of the strategic partnership. Applicants may
draw from a variety of resources for supporting data, including:
traditional labor market information, such as projections; industry
data, such as from trade associations or direct information from the
local industry; and information on the local economy and other
transactional data, such as job vacancies, that are available locally.
Additional important factors for evaluation include:
The extent to which the targeted industry is high-growth
or high-demand in the context of the local economy;
Identification of local workforce or skills shortages
within the targeted industry;
Demonstrated existence of the identified capacity
constraint at the community college at which the grant activity will
take place;
Identification of the sources of the data used in the
analysis; and
If appropriate, the nature of larger strategic economic
development or workforce investment projects with which the proposed
project is aligned.
B. Linkages to Key Partners (20 Points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership that includes at least one
entity from each of four categories: (1) The
[[Page 22912]]
workforce investment system, which may include state and local
Workforce Investment Boards, State Workforce Agencies, and One Stop
Career Centers and their partners, as such terms are defined under WIA;
(2) community colleges; (3) employers and industry-related
organizations such as associations and unions; and (4) the continuum of
education, including the K-12 public education system. The applicant
must identify the partners, explain the meaningful role each partner
will play in the project, and document the resources leveraged from
each partner. Collaborating partners must verify their role through a
letter of commitment attached to the proposal. Applicants should also
identify resources leveraged from other organizations, including other
workforce investment system partners.
ETA encourages, and will be looking for, applications that go
beyond the minimum level of partnership and demonstrate broader,
substantive and sustainable partnerships. If appropriate, applicants
should also demonstrate the existence of a sustainability plan for the
strategic partnership beyond the funding period.
Scoring on this criterion will be based on: (1) Evidence that the
partnership contains each of the required entities; (2) the degree to
which each partner plays a committed role, either financial or non-
financial, in the proposed project; and (3) the robustness of the
applicant's plan for sustaining the partnership beyond the funding
period. Applications that do not have each of the four required
entities represented in the partnership cannot receive full points in
this section. The following elements will also be considered:
The overall completeness of the strategic partnership,
including its ability to manage all aspects and stages of the project
and to coordinate individual activities with the partnership as a
whole;
The scope of each partner's contribution, their knowledge
and experience concerning the proposed grant activities, and their
ability to impact the success of the project;
Evidence, including letters of support, that key partners
have expressed a clear commitment to the project and understand their
areas of responsibility;
Evidence of a plan for interaction between partners at
each stage of the project, from planning to execution; and
Evidence that the partnership has the capacity to achieve
the outcomes of the proposed project.
C. Training and Capacity Building Plan (25 Points)
The applicant must describe its proposed capacity building and
training strategies in full. The description should demonstrate: (1)
That the proposed project will address identified industry workforce or
skills shortages and identified capacity constraints at the community
college level; (2) that the proposed project clearly integrates
industry-driven capacity building and training activities; (3) that
proposed capacity building solutions are broad based and include an
appropriate range of activities; (4) that proposed training activities
occur within the context of a continuum of education and training that
supports long-term career growth, such as an articulated career ladder/
lattice; (5) that proposed training activities lead to appropriate
credentialing; and (6) that the applicant has a clear understanding of
the tasks required to successfully meet the objectives of the grant.
Scoring on this criterion will be based on evidence that the
applicant has developed effective, innovative training and capacity
building strategies and a plan of implementation that will satisfy the
six conditions described above. Additional factors that will be
considered include:
The existence of a work plan that is responsive to the
applicant's statement of need and includes specific goals, objectives,
activities, implementation strategies, and a timeline;
The demonstrated link between the proposed project and the
identified industry workforce or skills shortages and identified
capacity constraints at the community college level.
The extent to which the work plan provides an
understanding of the entire project's intended implementation;
The feasibility and sensibility of the timeframes for the
accomplishment of tasks;
The extent to which the budget is justified with respect
to the adequacy and reasonableness of resources requested;
The extent to which budget line items are consistent with
and tied to the work plan objectives;
Evidence that the proposed cost per-participant is aligned
with existing price structures for similar training; and
Evidence of a robust outreach strategy that includes the
dissemination of information regarding the project to others who would
benefit most, and if appropriate, recruitment of eligible participants.
D. Outcomes, Benefits, and Impact (30 Points)
Applicants must describe fully the predicted outcomes and products
resulting from the project. Applicants should particularly highlight
the benefits and impact of the outcomes and products on the larger
capacity constraint described in the statement of need. Scoring on this
criterion will be based on two broad elements:
1. The expected project outcomes are clearly identified,
measurable, realistic, and consistent with the objectives of the
project. Key elements for training and capacity building aspects of the
proposal are below.
a. Training: Applicants must track training outcome measures,
including all appropriate adult or youth Common Measures, such as
employment placement numbers and/or earnings gains and retention. Other
outcome measures that should be tracked include the number of
individuals awarded credentials or degrees, and outcome measures
specific to the proposed training project. Applications must also
identify the credential that participants will earn as a result of the
proposed training, and the employer-, industry-, vendor-, or state-
defined standards associated with the credential. If the credential
targeted by the training project is a certificate or performance-based
certification, applicants should either (a) demonstrate employer
engagement in the curriculum development process, or (b) indicate that
the certification will translate into concrete job advancement
opportunities with an employer.
b. Capacity Building: Applicants must clearly describe all
products, models, curricula, etc. that will be developed or acquired
with federal funds through the grant and indicate the number of
participants or entities who will benefit from the proposed activities.
Applicants must describe the data measures that will be used to measure
how the proposed capacity building activities impact the ability of the
community college to train workers for skills in demand by the targeted
industry. Applicants should indicate the long-term impact of the
proposed project on the ability of the community college to meet local
workforce demands.
2. The proposed outcomes will translate into the successful
alleviation of the community college's identified capacity challenges.
Additional factors that will be considered in the scoring of this
criterion include:
[[Page 22913]]
The ability of the applicant to achieve the stated
outcomes within the time frame of the grant; and
The appropriateness of the outcomes with respect to the
requested level of funding.
E. Program Management and Organization Capacity (10 Points)
To satisfy this criterion, applicants must describe their proposed
project management structure including, where appropriate, the
identification of a proposed project manager, and discuss the proposed
staffing pattern and the qualifications and experience of key staff
members. Applicants should also give evidence of the use of data
systems to track outcomes in a timely and accurate manner. The
applicant should include a description of organizational capacity and
the organization's track record in projects similar to that described
in the proposal and/or related activities of the primary partners.
Scoring under this criterion will be based on the extent to which
applicants provide evidence of the following:
The time commitment of the proposed staff is sufficient to
ensure proper direction, management, and timely completion of the
project;
The roles and contribution of staff, consultants, and
collaborative organizations are clearly defined and linked to specific
objectives and tasks;
The background, experience, and other qualifications of
the staff are sufficient to carry out their designated roles; and
The applicant organization has significant capacity to
accomplish the goals and outcomes of the project, including the ability
to collect and manage data in a way that allows consistent, accurate,
and expedient reporting.
2. Review and Selection Process
Applications for the Community-Based Job Training Grants will be
accepted after the publication of this announcement until the closing
date. A technical review panel will make a careful evaluation of
applications against the criteria set forth in Section V(A) of this
document. These criteria are based on the policy goals, priorities, and
emphases set forth in this SGA. Up to 100 points may be awarded to an
application, based on the required information described in Section
V(1). The ranked scores will serve as the primary basis for selection
of applications for funding, in conjunction with other factors such as
urban, rural, and geographic balance; the availability of funds; and
which proposals are most advantageous to the Government. The panel
results are advisory in nature and not binding on the Grant Officer,
who may consider any information that comes to his attention. DOL may
elect to award the grant(s) with or without discussions with the
applicants. Should a grant be awarded without discussions, the award
will be based on the applicant's signature on the SF 424, which
constitutes a binding offer.
VI. Award Administration Information
1. Award Notices
All award notifications will be posted on the ETA Homepage (http://www.doleta.gov
). Non-selected applicants will be notified by mail.
2. Administrative and National Policy Requirements
A. Administrative Program Requirements
All grantees will be subject to all applicable Federal laws,
regulations, and the applicable OMB Circulars. The grant(s) awarded
under this SGA will be subject to the following administrative
standards and provisions, if applicable:
1. Workforce Investment Boards--20 Code of Federal Regulations
(CFR) Part 667.220. (Administrative Costs).
2. Non-Profit Organizations--OMB Circulars A-122 (Cost Principles)
and 29 CFR Part 95 (Administrative Requirements).
3. Educational Institutions--OMB Circulars A-21 (Cost Principles)
and 29 CFR Part 95 (Administrative Requirements).
4. State and Local Governments--OMB Circulars A-87 (Cost
Principles) and 29 CFR Part 97 (Administrative Requirements).
5. Profit Making Commercial Firms--Federal Acquisition Regulation
(FAR)--48 CFR Part 31 (Cost Principles), and 29 CFR Part 95
(Administrative Requirements).
6. All entities must comply with 29 CFR Parts 93 and 98, and, where
applicable, 29 CFR Parts 96 and 99.
7. The following administrative standards and provisions may also
be applicable:
a. 29 CFR part 2, subpart D--Equal Treatment in Department of Labor
Programs for Religious Organizations, Protection of Religious Liberty
of Department of Labor Social Service Providers and Beneficiaries;
b. 29 CFR part 30--Equal Employment Opportunity in Apprenticeship
and Training;
c. 29 CFR part 31--Nondiscrimination in Federally Assisted Programs
of the Department of Labor--Effectuation of Title VI of the Civil
Rights Act of 1964;
d. 29 CFR part 32--Nondiscrimination on the Basis of Handicap in
Programs and Activities Receiving or Benefiting from Federal Financial
Assistance;
e. 29 CFR part 33--Enforcement of Nondiscrimination on the Basis of
Handicap in Programs or Activities Conducted by the Department of
Labor;
f. 29 CFR part 35--Nondiscrimination on the Basis of Age in
Programs or Activities Receiving Federal Financial Assistance from the
Department of Labor;
g. 29 CFR part 36--Nondiscrimination on the Basis of Sex in
Education Programs or Activities Receiving Federal Financial
Assistance;
h. 29 CFR part 37--Implementation of the Nondiscrimination and
Equal Opportunity Provisions of the Workforce Investment Act of 1998
(WIA).
8. In accordance with Section 18 of the Lobbying Disclosure Act of
1995 (Pub. L. 104-65) (2 U.S.C. 1611) non-profit entities incorporated
under Internal Revenue Service Code section 501(c) (4) that engage in
lobbying activities are not eligible to receive Federal funds and
grants.
Note: Except as specifically provided in this Notice, DOL/ETA's
acceptance of a proposal and an award of Federal funds to sponsor
any program(s) does not provide a waiver of any grant requirements
and/or procedures. For example, OMB Circulars require that an
entity's procurement procedures must ensure that all procurement
transactions are conducted, as much as practical, to provide open
and free competition. If a proposal identifies a specific entity to
provide services, the DOL/ETA's award does not provide the
justification or basis to sole source the procurement, i.e., avoid
competition, unless the activity is regarded as the primary work of
an official partner to the application.
B. Special Program Requirements
Evaluation. DOL may require that the program or project participate
in an evaluation of overall performance of CBJTGs. To measure the
impact of the CBJTGs, ETA may arrange for or conduct an independent
evaluation of the outcomes and benefits of the projects. Grantees must
agree to make records on participants, employers and funding available,
and to provide access to program operating personnel and participants,
as specified by the evaluator(s) under the direction of ETA, including
after the expiration date of the grant.
C. Reporting
The grantee is required to provide the reports and documents listed
below:
Quarterly Financial Reports. A Quarterly Financial Status Report
(SF 269) is required until such time as all
[[Page 22914]]
funds have been expended or the grant period has expired. Quarterly
reports are due 30 days after the end of each calendar year quarter.
Grantees must use ETA's On-Line Electronic Reporting System.
Quarterly Progress Reports. The grantee must submit a quarterly
progress report to the designated Federal Project Officer within 30
days after the end of each calendar year quarter. Two copies are to be
submitted providing a detailed account of activities undertaken during
that quarter. DOL may require additional data elements to be collected
and reported on either a regular basis or special request basis.
Grantees must agree to meet DOL reporting requirements. The quarterly
progress report should be in narrative form and should include:
1. General grant information, including: a general overview of
project progress, new developments and resolution of previous issues
and challenges; a discussion of planned grant activities and any other
grant-related events; an explanation of any issues/challenges
encountered and the proposed strategies to overcome them; a description
of major accomplishments, innovations, or promising approaches and
processes; product deliverables and outcomes resulting from the
project; and a status update on leveraged resources;
2. Information on all training, employer, and grant deliverable
outcomes as well as the anticipated impact of these outcomes on the
community college, industry partners, and the broader community;
3. Summary of the status of grant deliverables and dissemination
activities;
4. Highlights of promising approaches and success stories; and
5. Description of technical assistance needs.
Final Report. A draft final report must be submitted no later than
60 days prior to the expiration date of the grant. This report must
summarize project activities, employment outcomes, and related results
of the training project, and should thoroughly document capacity
building and training approaches. After responding to DOL questions and
comments on the draft report, three copies of the final report must be
submitted no later than the grant expiration date. Grantees must agree
to use a designated format specified by DOL for preparing the final
report.
VII. Agency Contacts
Any questions regarding this SGA should be faxed to Kevin Brumback,
Grants Management Specialist, Division of Federal Assistance, FAX
number (202) 693-2705. (This is not a toll-free number). You must
specifically address your FAX to the attention of Kevin Brumback and
should include SGA/DFA-PY-04-10, a contact name, fax and phone number.
FOR FURTHER INFORMATION CONTACT: Please contact Kevin Brumback, Grants
Management Specialist, Division of Federal Assistance, at (202) 693-
3381. (This is not a toll-free number). This announcement is also being
made available on the ETA Web site at http://www.doleta.gov/sga/sga.cfm and http://www.grants.gov.
VIII. Other Information
Resources for the Applicant
DOL maintains a number of web-based resources that may be of
assistance to applicants.
The Web page for the Employment and Training
Administration's Business Relations Group (http://www.doleta.gov/BRG)
is a valuable source for background information on the President's High
Growth Job Training Initiative, the predecessor to the Community-Based
Job Training Grants.
For additional information on the workforce investment
system, please see the ``Community Based Organization Information
Booklet'' at (http://www.dol.gov/cfbci/cbobook.htm#investmentact). America's Service Locator (http://www.servicelocator.org)
provides a directory of our nation's One-Stop Career Centers.
Applicants are encouraged to review ``Help with
Solicitation for Grant Applications'' (http://www.dol.gov/cfbci/sgabrochure.htm
).
For a basic understanding of the grants process and basic
responsibilities of receiving Federal grant support, please see
``Guidance for Faith-Based and Community Organizations on Partnering
with the Federal Government'' (http://www.whitehouse.gov/government/fbci/guidance/index.html
).
Signed at Washington, DC, this 28th day of April, 2005.
Eric D. Luetkenhaus,
Employment and Training Administration, Grant Officer.
Appendix A: Examples of Demand-Driven Community College Capacity
Building and Training Programs
Appendix B: SF 424--Application Form
Appendix C: SF 424A--Budget Information Form
Appendix D: OMB Survey N. 1890-0014: Survey on Ensuring Equal
Opportunity for Applicants
Appendix A: Examples of Demand-Driven Community College Capacity
Building and Training Programs
Example 1: Rural Community Needs Health Care Workers
Need: A rural community in the Midwest is experiencing a
critical shortage of health care workers despite a high unemployment
rate in the region due to the closing of several manufacturing
plants, as well as a significant number of returning veterans. The
local community college has several training programs to prepare
health care workers, however, the equipment used by the college is
out of date and local health care providers do not believe that the
college's graduates are adequately prepared for the workplace.
Partnership: Executives from the community's major health care
providers have approached the college with ideas for improving the
health care curriculum, in particular the laboratory and clinical
experiences required for graduation. The college president convened
an Advisory Panel to evaluate the current curriculum and the
industry's proposal, and to develop a recommend course of action for
improving the college's health care training programs. The Advisory
Panel includes: Physicians; nurses, health care administrators; the
chairs of the local workforce investment board and economic
development agency; the One-Stop operator; the dedicated veterans
representative; representatives from the local school district;
adult education providers, and the state university system; and
representatives for senior citizens, dislocated workers, and youth.
Proposed Project: The Advisory Panel developed recommendations
for improving the college's capacity to train new health care
workers, as well as the type of training and clinical experiences
provided. The new curriculum aligns with national standards for
accreditation, and graduates will be prepared to take certification
exams offered by national health care professional organizations. In
addition, the Advisory Panel recommended that the college take
immediate steps to revamp the existing laboratory space used by the
health care training programs. A local hospital has agreed to donate
half the equipment needed to modernize the labs, dependent on the
college's ability to leverage resources for the remaining equipment
needs. The Advisory Panel noted that many of the region's workers
who were dislocated due to plant closings lack a high school
diploma, a prerequisite of the health care training programs. The
Advisory Panel recommended that the college work with local adult
basic education providers to link GED preparation courses with the
introductory coursework required in the first semester of the health
care training programs, allowing students to earn their GED while
developing new occupational skills. The Advisory Panel also
recommended convening a working group to crosswalk the skill sets of
returning veterans with the new curriculum and local health care
provider needs and to develop and outreach strategy to the veterans
community. The college anticipates graduating fifty additional
health care workers each year as a result of the proposed curriculum
changes,
[[Page 22915]]
connections with adult basic education and veterans community, and
laboratory upgrades.
Example 2: Native American Community Needs IT Workers
Need: A tribal college has recently implemented vendor-based IT
certification programs in response to the demand by local business
leaders for credential system administrators and other IT
professionals. While the college has up-to-date equipment and
numerous student applications, it has been unable to attract
qualified faculty to fully staff the programs.
Partnership: Several years ago, local business and education
leaders identified IT skills as an essential need in the community.
They formed a group to spearhead several technology initiatives,
including expanding the technology curriculum at the local high
school and opening a new computer laboratory for vendor-based
certification programs at the tribal college. The group included:
Tribal, business, and education leaders; parents; and
representatives from the local economic development and workforce
investment systems. The tribal college has recently approached the
group for help in solving the staffing problem.
Proposed Project: The group explored several options and
developed a proposal for attracting qualified faculty, including a
competitive wage scale and expanded benefits. The plan also includes
incentives for helping qualified tribal members attain the
professional credentials and experiences needed to join the faculty.
The college anticipates that these plans will succeed in filling
four faculty positions, which will allow the programs to graduate an
additional one hundred certified IT professionals per year.
Example 3: Connections to Youth Programs
Need: The local IT industry has identified a problem with
garnering interest among young people to pursue careers in network
and systems administration. Through collaborations with the local
One-Stop Career Center, several employers have recently learned
about the region's Job Corps center which trains at-risk youth for
careers, including IT careers. The employers interviewed several Job
Corps graduates and determined that while the Job Corps students
have good basic computer skills, they are not quite ready for the
network and systems administration positions that employers are
trying to fill.
Partnerships: At the next WIA Youth Council meeting, the
employers bring their concerns to the table and ask the council to
help them develop solutions to the problem. The head of the local
community college sits on the Youth Council and suggests that the
college's IT vendor certification programs may be an appropriate
next training step for the Job Corps graduates and for other youth
enrolled in the local WIA Youth program. The employers are familiar
with the competencies developed through the vendor certification
programs and agree that these are the skills they are seeking.
Proposed Project: In subsequent Youth Council meetings,
representatives for the employers, Job Corps, WIA Youth programs,
and the community college work to develop a plan for:
1. Identifying youth who might be successful network or systems
administration candidates;
2. Referring youth to the community college's vendor
certification programs;
3. Training youth in the skills and competencies the employers
require; and
4. Connecting program graduates with existing openings in the
field through the local One-Stop Career Center.
The program is successfully implemented after several months of
planning, and the employers are pleased with the advanced skills of
the youth that are referred by the local One-Stop Career Center.
Unfortunately, there is now more demand for the community college's
IT training programs than there are slots for student enrollment due
to computer laboratory and faculty constraints. Working with
representatives of the local IT industry, the partners have
identified several highly experienced and qualified executives who
are interested in teaching IT courses at the community college part-
time. This solution will address part of the capacity constraint
issue; however, the college still needs to resolve the problem of
computer lab space. The local Workforce Investment Board Chair
suggests that the partners prepare a proposal for a Community-Based
Job Training Grant to help support the needed computer laboratory
expansion.
BILLING CODE 4510-30-P
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[FR Doc. 05-8772 Filed 5-2-05; 8:45 am]
BILLING CODE 4510-30-C