WIOA State Plan Common Elements

WIOA training services often lead to recognized credentials such as high school equivalency, Career Readiness Certificates, and certificates from partner community colleges. Local workforce development boards will determine strategies for credential attainment based upon area employer requirements.

An additional strategy employed by the ACCS is implementing an extensive expansion of stackable certificates. The ACCS is implementing and will continue to execute several strategies to improve access to postsecondary credentials. The ACCS has long been a nationally recognized leader in the number of articulated CTE courses between secondary and postsecondary, allowing high school students an edge in accessing college credentials. In addition to articulation, Alabama has become a national leader in providing high school students dual credit for dual enrollment in CTE and academic courses. Alabama has increased the numbers of students taking advantage of this opportunity each year, and has realized tremendous growth in the last five years as more students and parents learn of the significant savings that are available in both time and money. Tremendous momentum is in place and should continue as more systems, parents and students learn of the advantages of these opportunities. Our funding for CTE dual enrollment scholarships has tripled in the last three years and we anticipate increased funding, so students will have greater access to post-secondary credentials.

The ACCS is seeing extensive expansion of stackable certificates (awards) within CTE Programs. Students may earn several short certificates (minimum of 9 semester hours for each certificate) that lead to a Long Certificate or AAS Degree, depending on the program. This also includes advanced certificates that may be pursued once a Long Certificate or AAS has been obtained. This structure allows for multiple entry and exit points for students, and allows them to gain a nationally recognized credential when they exit a program. Some of the credentials awarded are NCCER for construction and maintenance related sectors and NATEF/ASE certifications in a transportation sectors.

The Alabama Legislature passed an apprenticeship tax credit for Alabama companies who have a USDOL Registered Apprenticeship. The Alabama Community College System and other eligible training providers will play a critical role in the rapidly growing apprenticeship program across the state. The legislation, specifically, directs the Chancellor of the Alabama Community College System to work directly with the Deputy Secretary of the Alabama Department of Commerce to develop the rules and procedures for the new apprenticeship program. Alabama will start its new program focused on five target areas, manufacturing, healthcare, construction, information technology, and logistics/transportation. Each of these target areas have hundreds of possible apprenticeship paths that will lead to journeyman status and various post-secondary credentials.

The ACCS has an ever expanding Work-Based Learning initiative in both non-credit and CTE credit programs. This is targeting ALL populations. As part of our Work-Based Learning strategy, we currently have registered apprenticeships, nonregistered apprenticeships, cooperative learning, clinical and preceptorships. We are in the process of redesigning CTE programs to ensure Work-Based Learning is an integral part of any new CTE program submitted and that it be a key component of the program. We will be working to transition the current Work-Based Learning programs into registered apprenticeships.

ACCS is in discussion with the US Department of Labor, Office of Apprenticeship about becoming a Registered Apprenticeship College Consortium (RACC) as a state-wide system. We anticipate implementation in the fall of 2016.

In Alabama, registered apprenticeship programs will be an integral part of our utilizing our educational system to prepare the workforce.

Utilizing the aforementioned structure, ACCS will be able to develop the educational pipeline by enrolling more low skilled jobseekers through the various core and additional partner access points. A strong statewide apprenticeship program will be made possible through the leadership of the education and training community, employer community and the commitment of the core partners. Workforce development requires an enriching learning experience, which will allow participants to obtain the necessary skills to be effective in the workplace. This is why the ACCS, adult education, and all of the core and additional partners will braid resources and provide the skill development training and apprenticeships to help the State’s citizens be successful.