WIOA State Plan Common Elements

(2) Workforce Development and Training Activities Analysis

(A) Workforce Development Activities

Education will continue to be an integral part in developing the Palau Workforce. Based on the 2015 Palau Census, People of Palau aged 25 and over with educational attainment are at 11,637; those who have attained 4 years of high school/graduate/vocational degree are at 5,176. However, as a nation, Palau has increased post-secondary educational attainment levels since the 2005 Census. Associated college-occupational - 759; Associated college - academic - 1,016; Bachelor's degree - 1,230; and professional degree - 415 for a total of 3,420. Having attained the educational levels however still require qualified and skilled workers and the President of Palau, the National Congress, and the State Workforce Development Board are collaborating as a nation to increase skills training for the ever-increasing human resource need of the island nation.

Employers—through ongoing informal conversations and several formal business-specific and general employer surveys—report they are unable to hire locals because of existing skilled workers shortages. Quantifiable need has been identified for nurses and allied health workers, engineers, mechanics, and machinists. And again, employer interviews also reveal anecdotal but passionate urging to strengthen the skill sets of entry level positions.

Further, the skill expectations in Palau’s key industries (business services, construction, energy and energy efficiency, and healthcare) are increasing, and we face a gap that must be bridged. Palau employers are looking for workers who bring substantial knowledge and skills to their work, along with a desire to keep learning while working. They’re looking for workers who have strong basic skills - math, science, reading, computing - along with the ability to work effectively in teams, who can write clearly, and can analyze and synthesize well. In addition, a range of skills and knowledge that are specific to a given industry and a particular occupation are expected as well.

A crucial reality is now very clear: a high school diploma is essential, and yet is insufficient to ensure that someone is ready for employment in a good job. Every Palauan needs at least a high school diploma or equivalent to succeed, and, in reality, will need skills and educational attainment that go beyond high school graduation.

The President of Palau as chief-elected-official and his State Board members comprised of a majority of community and business stakeholders, shall continue to work together to ensure that the Republic has a workforce that provides competitive advantages to its local businesses leading to job creations, higher wages, enhanced customer information data, procedures, career paths and earnings. The State Board has always and will continue to focus on workforce issues that matter to the community. Palau’s strong and business-led State Board can ensure that its workforce investment system will remain relevant by:

• Becoming increasingly demand driven and to • Aligning economic and workforce strategies • Expanding cross-functional competencies and skill sets that are needed on the job • Aligning training with the area’s talent development strategies • Developing and using economic data and skills information to make informed decisions • Eliminating duplicative administrative costs and services • Enhancing service integration through established agreements with workforce partners, and • Partnering to eliminate silos and further reduce duplication • Effectively leverage resources • System-wide resource management • Improve connections • Target youth program investments to those most in need • Continuing to improve workforce information systems • Improve and simplify performance accountability across programs

B. The Strengths and Weaknesses of Workforce Development Activities

Provide an analysis of the strengths and weaknesses of the workforce development activities identified in (A) above.

(B) Strength and Weaknesses of Workforce Activities

Based on the labor market information and economic analysis stated in Section II of this Plan, Palau can solve its shortages of educated and skilled workers by strengthening the career pathway toward development of future human resources and upgrade current workers’ skills to enjoy increasing prosperity. But if we fail to solve these dual shortages, our future will be:

• Fewer Palauans with the required education and skills to fill our industry needs; • Stunted economic growth that inhibits our citizens from gaining wealth and acquiring the assets needed to function in a volatile labor market; and, • A significant competitive disadvantage against other nations that have transformed themselves into agile communities, ready to adapt to ongoing change.

The following career pathway that has been in place for Palau through education and workforce system is:

• Career and Technical Education (CTE) prepares youth and adults for a wide range of high-wage, high-skill, and high-demand careers: • Fulfills employers needs •Includes high schools, career centers, community and technical colleges, four year universities. • Integrates with academics in a rigorous and relevant curriculum • Features high school, postsecondary, and industry partnerships enabling clear pathways to certifications and degrees • Prepares students for a range of career options • Prepares students to be college and career ready by providing core academic skills, employability skills, and technical (job-specific) skills.

• Annual federal grant to support career and technical education at both Palau High School and Palau Community College • Implementation guidelines include State Plan and annual plans • Nine required activities (components)

1. Strengthen academic and vocational skills 2. Link CTE at secondary level and postsecondary levels (Program of Study) 3. Provides students strong experience in and understanding of “all aspects of industry” (work-based learning experience) 4. Develop, improve, and expand use of technology 5. Professional development activities for teachers and faculty 6. Evaluation of CTE Programs to see how needs of special populations are met 7. Improve and modernize CTE programs 8. Provides sufficient size, scope, and quality programs 9. Prepare special population for high skill, high wage, or high demand occupations

Adult Education and Literacy Adult education has a long history in Palau of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and English language instruction to advanced levels of learning. As defined by Title II of the Workforce Innovation and Opportunity (WIOA), Adult Education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. The federally-funded adult education and literacy programs administered by the Palau Ministry of Education (MOE) provide lifelong educational opportunities and support services to eligible participants. Programs assist adults in obtaining the knowledge and skills necessary for work, further education, family self-sufficiency, and community involvement. Palau Adult Education and Literacy (AEL) program are delivered through the Palau High School classrooms during the night and at the Division of Corrections and Rehabilitations of the Bureau of Public Safety during the day. By improving the education and skill levels of individual Palauans, the program enhances the competitiveness of state’s workforce and economy. Through instruction in adult basic education (ABE), adult secondary education (ASE) and English as a Second Language (ESL), programs help learners to: • gain employment or better their current employment; • obtain a high school equivalency diploma by passing the state approved assessment; • attain skills necessary to enter postsecondary education and training; • exit public welfare and become self-sufficient; • learn to speak, to read, and to write the English language; • master basic academic skills to help their children succeed in school; • become U.S. citizens and participate in a democratic society; • gain self-esteem, personal confidence, and a sense of personal and civic responsibility. • Eligibility for enrollment includes persons that are at least 18 years of age and not enrolled or required to be enrolled in a secondary school under Palau Education Master Plan of 2000, further enhanced in the Palau Education Master Plan of 2006-2016; and meet one of the following: 1) lack s sufficient mastery of basic educational skills to enable them to function effectively in society; 2) do not have a secondary school diploma or a recognized equivalent, and have not achieved an equivalent level of education; or 3) are unable to speak, read, or write the English language.

C. State Workforce Development Capacity

Provide an analysis of the capacity of State entities to provide the workforce development activities identified in (A) above.

(B) Strength and Weaknesses of Workforce Activities

Based on the labor market information and economic analysis stated in Section II of this Plan, Palau can solve its shortages of educated and skilled workers by strengthening the career pathway toward development of future human resources and upgrade current workers’ skills to enjoy increasing prosperity. But if we fail to solve these dual shortages, our future will be:

• Fewer Palauans with the required education and skills to fill our industry needs; • Stunted economic growth that inhibits our citizens from gaining wealth and acquiring the assets needed to function in a volatile labor market; and, • A significant competitive disadvantage against other nations that have transformed themselves into agile communities, ready to adapt to ongoing change.

The following career pathway that has been in place for Palau through education and workforce system is:

• Career and Technical Education (CTE) prepares youth and adults for a wide range of high-wage, high-skill, and high-demand careers: • Fulfills employers needs •Includes high schools, career centers, community and technical colleges, four year universities. • Integrates with academics in a rigorous and relevant curriculum • Features high school, postsecondary, and industry partnerships enabling clear pathways to certifications and degrees • Prepares students for a range of career options • Prepares students to be college and career ready by providing core academic skills, employability skills, and technical (job-specific) skills.

• Annual federal grant to support career and technical education at both Palau High School and Palau Community College • Implementation guidelines include State Plan and annual plans • Nine required activities (components)

1. Strengthen academic and vocational skills 2. Link CTE at secondary level and postsecondary levels (Program of Study) 3. Provides students strong experience in and understanding of “all aspects of industry” (work-based learning experience) 4. Develop, improve, and expand use of technology 5. Professional development activities for teachers and faculty 6. Evaluation of CTE Programs to see how needs of special populations are met 7. Improve and modernize CTE programs 8. Provides sufficient size, scope, and quality programs 9. Prepare special population for high skill, high wage, or high demand occupations

Adult Education and Literacy Adult education has a long history in Palau of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and English language instruction to advanced levels of learning. As defined by Title II of the Workforce Innovation and Opportunity (WIOA), Adult Education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. The federally-funded adult education and literacy programs administered by the Palau Ministry of Education (MOE) provide lifelong educational opportunities and support services to eligible participants. Programs assist adults in obtaining the knowledge and skills necessary for work, further education, family self-sufficiency, and community involvement. Palau Adult Education and Literacy (AEL) program are delivered through the Palau High School classrooms during the night and at the Division of Corrections and Rehabilitations of the Bureau of Public Safety during the day. By improving the education and skill levels of individual Palauans, the program enhance the competitiveness of state’s workforce and economy. Through instruction in adult basic education (ABE), adult secondary education (ASE) and English as a Second Language (ESL), programs help learners to: • gain employment or better their current employment; • obtain a high school equivalency diploma by passing the state approved assessment; • attain skills necessary to enter postsecondary education and training; • exit public welfare and become self-sufficient; • learn to speak, to read, and to write the English language; • master basic academic skills to help their children succeed in school; • become U.S. citizens and participate in a democratic society; • gain self-esteem, personal confidence, and a sense of personal and civic responsibility. • Eligibility for enrollment includes persons that are at least 18 years of age and not enrolled or required to be enrolled in a secondary school under Palau Education Master Plan of 2000, further enhanced in the Palau Education Master Plan of 2006-2016; and meet one of the following: 1) lack s sufficient mastery of basic educational skills to enable them to function effectively in society; 2) do not have a secondary school diploma or a recognized equivalent, and have not achieved an equivalent level of education; or 3) are unable to speak, read, or write the English language.

(C) State Workforce Development Capacity

Successful career and technical education in Palau require strong partnership between local educators and employers. Belau Employers and Educators Alliance (BEEA) • Partnership with Palau Ministry of Education • Chartered Non-Profit Organization July 2002 • Consists of 125 registered members - Employers (Private, NGO, Public Sectors) - Educators/Teachers (Individuals)

-Identify skills needed in workplace

-Connect school-based learning to work-based skills 

-Host students in Work-Based Activities

-Prepare students for future workforce

Purpose: • Increase participation of employers in work-based activities. • Provide opportunities for student work experience. • Establish an improved link of communication. • Develop evaluation and assessment. • Work with policy makers and employers to reduce dependency on foreign workers. • Offer appropriate trainings to students. • Provide career exploration opportunities for students. • Provide educators exposure to workplace. • Establish cooperative working relationship among all stakeholders.

Palau Community College(www.palau.edu)

In order for Palau to meet labor demands for businesses and entrepreneurs to grow and prosper, and for Palau citizens to maintain higher pay occupations and successfully moving forward requires a postsecondary degree or credential.

President Tommy E. Remengesau, Jr., introduced Palau Skilled Workforce Act (RPPL 9-22 recently amended in RPPL 10-32 on December 11, 2019, to include internet technology, tourism and hospitality, and related fields) that became law in April of 2014 to address this predicament. The intent of the law is to invest in a skilled Palauan citizen workforce by mandating the creation of a vocational certification program at the Palau Community College to develop a strong vocational skills program with a focus on developing professional technical skills for automobile mechanics, boat mechanics, the construction industry, and any other industry in which technical skills and expertise is essential to success and creating a tax incentive for businesses to hire vocationally certified students.

Certification of Graduates: • All students will be issued a certificate of completion or certificate of competence at the end of the programs once they pass all the program requirements. PCC also recognizes students who have already completed their vocational degrees and certificates at PCC, and those who have completed their degrees and certificates from other technical colleges and other vocational training programs such as Civic Action Team Program, Job Corp, etc., elsewhere prior to the establishment of the law which PCC will evaluate and verify their records if they fulfill the RPPL 9-22 and RPPL 10-32 requirements before certifying them. Those who have completed their degrees at PCC will be awarded a certificate of mastery in the field of the degree. Transfer of credits: • Student who have taken courses at MOC, PCC, or any college outside of Palau but did not complete their degrees or certificates may request their official school transcripts be sent to PCC for review of the courses they took in consideration of accepting courses to meet some of the program requirements. • Students who graduated from Palau High School or any high school outside of Palau that offers vocational classes in carpentry, auto mechanic, and small engine may provide their transcripts to PCC for possibility of course verification and acceptance of their credits that may fulfill some of the program requirements. Challenging Program Courses (Credit by Exam): • Students who present evidence of previous knowledge or skills being offered in courses due to past experiences are welcome to consult their class instructors to challenge any of the courses in the program at the beginning of each course offering.

Service Learning/Program Internship: • Students in the certificate of competence and certificate of completion programs will be doing what is called “Service Learning Activities”. The service learning concept is to learn while doing activities by providing students opportunities to do volunteer work in the community and learn from doing things related to what they learn in the classroom. The activities are aligned with the courses and the curriculum the students learn in classroom which they will be learning at the work site as extracurricular activities. Learning becomes experiential and applied, deepening students understanding of the material, how it is used, and why it is important. Throughout the process, reflection is the key to growth and understanding. Students will use critical and creative thinking to ensure that the learning makes sense and has meaning for them. Reflection activities should be used by the instructor before, during, and after the service experience to assess where students are in the learning process, help them internalize the learning, provide opportunities for them to voice concerns and share feelings, and evaluate what they do in the field. Number of hours required for the service learning is equal to or more than the number of hours for the class they are taking. Program instructors will locate the work site and place students accordingly based on the content of the courses.

Continuing Education

The Continuing Education Division (CE) serves as an outreach arm of the college responsible to sponsor activities including non-credit and short-term training designed to meet pre-service and in-service needs of the community. Continuing Education provides programs and services that empower the community to meet its growing and changing educational and training needs.

Adult High School

PCC Adult High School seeks to enable adult students to further develop their primary skills while engaging in activities that will help them obtain a high school diploma thereby increasing their chances to either pursue a degree in post-secondary education or find a job with entry-level skills.

The program combines academic, life-skill instruction, and occupational skills instruction. There are two tracks of the PCC Adult High School Program. Track 1: Vocational includes the ten (10) General Courses, which are required of both tracks, and a Career Skills Training program of 500 hours on the job for those who have no work experience. Those who have work experience of at least three months, or currently working, may use their work experience to prepare a list of employable skills.

The second component of the Adult High School include the Occupational Skills, which include concurrent career training in the choice of occupation, on-the-job training, or preparation for post-secondary enrollment.

GENERAL COURSES (Both Tracks)

• English I • English II • Consumer Economics • Algebra I • Health • General Science • Computer Literacy • Community Resources • Government & Law • Occupational Knowledge

Track I: VOCATIONAL

• Career Skills Training (500 hrs.) • On-the-job Experience

Track II: COLLEGE PREPARATION

• English III • Geometry • Biology • College Preparation

TUTORING SERVICES

Tutoring services is offered to students to ensure success in the academic areas. Efforts are made to provide services and help those students who have been away from the school environment for a number of years to assist them with program courses.

PROGRAM LENGTH

The courses offer competency-based modules allowing students to work at their own pace. Students are pre-tested for placement of appropriate level.

The program courses are offered so as to accommodate the schedule and level needs of students, however, they must take and pass each level before continuing on to the next. Depending on the schedule of classes, the program may take up to three or four years to complete the program.

Educational Talent Search

The Talent Search program is one of the four branches of the TRIO Program, a US Department of Education Program, hosted by the Palau Community College since SY 2002-2016.

The mission statement of the program is “to increase the number of youth from disadvantaged background to complete high school and to complete a program of post-secondary education institution of their choice”.

The purpose of the program is to meet the learning needs of eligible students from the sixth through the twelfth grades that will help them succeed in achieving a high school diploma and continue to attain post-secondary education.

The goal is to assist 500 eligible students per year toward graduation in high school and to complete a post-secondary education.

SERVICES OFFERED TO PARTICIPANTS

• Academic advice and assistance in secondary school and college course selection • Assistance in preparing for college entrance examination • Assistance in completing college admission and financial aid applications • Guidance on secondary school reentry or entry to other programs leading to a secondary school diploma or its equivalent • Personal and career counseling • Tutorial services • Exposure to high school or college campuses as well as cultural events, academic programs, and other sites or activities not usually available to disadvantaged youth • Workshops for students and parents • Rigorous Curriculum • College Completion

Upward Bound

Upward bound provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in their pre-college performance and ultimately in their higher education pursuits. The program serves high school students from low-income families and high school students from families in which neither parent holds a bachelor’s degree. The Upward Bound provides academic instruction in mathematics, laboratory sciences, composition, literature, and foreign languages. It also provides tutoring, counseling, mentoring, cultural enrichment, work-study programs, education or counseling services designed to improve the financial and economic literacy of students.

Cooperative Research & Extension (CRE)

This program within the Palau Community College is a Land-Grant System that seeks to collaborate with partners and clients to generate, develop and disseminate practical and sustainable technologies and knowledge in agriculture, aquaculture, environment, food and human sciences to benefit the people of Palau and the surrounding regions.

The CRE implements the Agriculture Experiment Station (AES), Cooperative Extension Service (CES), Family and Consumer Education (FaCE), Natural Resources and Environmental Education Division (NREED), Research and Development Station (R & D), and Multi-Species Hatchery, focusing on germplasm conservation of staple root crops, best management practices, sustainable agriculture, and integrated pest management to assist in the maintenance and enhancement of profitable farming and production practices.

Maintenance Assistance Program

This program is a short-term training program for state and national government employees, as well as utility employees, in the area of infrastructure operation and maintenance. It is funded by the United States Department of Interior, Office of Insular Affairs, through its Technical Assistance Program. This training program upgrades infrastructure related government and utility employees’ competencies in the following areas:

• Equipment maintenance • Facility maintenance • Road maintenance • Water/wastewater operation and maintenance • Management/supervision • Computer software training • Workplace literacy • CIP inspection

Palau WIOA Office and the State Board will continue with established formal program partnership agreement with the Ministry of Health to:

1. Provide workforce and talent development programs to eligible participants that include but not limited to on the job training, work experience training, internship, and applicable vocational and non-vocational training. 2. Referral of customers to other agencies or institutions for services not directly available under Ministry of Health. 3. Access to relevant training via the Ministry of Health College of Health 4. Data on identified future Health Workforce skills and staffing shortages 5. Details of the new MOH mechanism for measuring and improving performance