The Workforce Investment Act of 1998
August of 1998 brought with it a big change in the youth employment programs funded by the federal government. The Job Training Partnership Act (JTPA), which had provided youth with educational and work-related opportunities through summer and year-round programs, was replaced by the Workforce Investment Act of 1998 (WIA).
There are seven key principles driving the WIA; among these is a desire to improve the youth services provided. However, the overall goal of the new Act was more far reaching. As stated in the Act, the goal is "To increase the employment, retention, and earnings of participants, and increase occupational skill attainment by participants, and, as a result improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation."
In working toward this goal, the Workforce Investment Act involves services for adults, dislocated workers, and youth. To effectively provide services to these target populations WIA mandates the development of a One-Stop service delivery system. These all-encompassing centers will provide, among other things, job training and counseling services. The One-Stop centers may also provide the formula youth programs required under the Act. However, the decision to integrate the formula youth programs into the One-Stop Center is a local decision.
Funding for summer and year-round will come from a single funding stream. This means that, although summer employment opportunities are a required element of the WIA youth services, there are no separate appropriations for these programs. To be eligible for participation, youth must be between 14-21 years of age, low income, and meet at least one of the six barriers to employment:
- Basic skills deficient
- School dropout
- Homeless, runaway, or foster child
- Pregnant or parent
- Offender
- Requiring additional assistance to complete education programs, or to secure and hold employment
Up to 5% of the youth served are not required to meet the low-income requirement in order to participant, as long as they meet one or more of the barriers to employment. However, 30% of funds allocated for youth services must go to serve out-of-school youth.
The youth services provided for under WIA retain the JTPA requirements for:
- Individual assessment
- Service strategy
In addition, the WIA requires the following elements:
- Preparation for postsecondary educational opportunities or unsubsidized employment (as appropriate)
- Strong linkages between academic and occupational learning
- Effective connections to the job market and area employers
The other required elements of WIA youth programs are:
- Tutoring, study skills training, and instruction leading to completion of secondary school, including dropout prevention activities
- Alternative secondary school services
- Summer employment opportunities
- Paid and unpaid work experience, including internships and job shadowing
- Occupational skills training
- Leadership development activities
- Adult mentoring
- Supportive services
- Follow-up services for not less than 12 months (as appropriate)
- Comprehensive guidance and counseling
The success of these youth programs will be determined based on Core Indicators of Performance outlined in the WIA. They are broken into two categories: performance indicators for youth 19-21 and performance indicators for youth 14-18.
Basic Performance Indicators for Youth 19-21 (also, adults & dislocated workers):
- Placement
- Retention
- Earnings
- Skill attainment
Basic Performance Indicators for Youth 14-18:
- Attainment of basic skills and, as appropriate, occupational skills
- High school diplomas
- Placement and retention in post-secondary education, advanced training, or employment (including the military)
Career Choices has proven itself to be an effective tool in helping youth involved in JTPA programs gain essential skills; we are confident it will be effective in WIA programs. You may also find that Career Choices or the adult version, Career Choices & Changes, are resources that are appropriate for inclusion in your local One-Stop Center.
Career Choices Addresses WIA's 10 Essential Elements
Career Choices also helps in addressing each of the 10 essential elements outlined under the WIA.
Preparation for post-secondary educational opportunities:
- Career Choices engages students in a process of self-discovery. By demonstrating the impact the education and training will have on their future life, Career Choices effectively motivate young people to apply real energy to their studies.
- Completion of Career Choices means completion of a comprehensive career and life planning process, making completion of high school and the pursuit of post-secondary training far more likely.
Alternative school services:
- Alternative schools services were developed to prepare young people for traditional world in a nontraditional way. Career Choices can help do this.
- Career Choices is not a traditional textbook; it's a covert learning experience. By engaging students in a process of self-discovery, you have automatic relevance-Who Am I ? What DoI Want? How Do I Get It?
Summer employment opportunities:
- Career Choices has been used successfully in JTPA programs across the country for 7 years, touching the lives of thousands of students.
- By teaching students skills that are essential for success in the workplace, Career Choices can enrich any summer job.
Paid and unpaid work experience:
- Career Choices discusses the process by which young people can obtain work experience-both paid and unpaid.
- Career Choices also encourages young people to "network" with adults in the local business community, thereby helping them find appropriate mentors and work experience opportunities.
Occupational skills:
- Goal setting and decision making are essential occupational-and life-skills. Career Choices gives students practice in applying both.
- Equally important skills include attitude (yes, having a good attitude is a skill), avoiding roadblocks, and getting back on track if you're derailed, all of which are covered in Career Choices.
Leadership development opportunities:
- Many of the occupational skills discussed above are also important elements of leadership.
- Career Choices is filled with cooperative learning activities that give young people a chance to uncover and build their own leadership abilities. Whether through group discussions, small group projects, or building effective teams, Career Choices provides practice of practical leadership skills
Adult mentoring:
- In addition to the mentoring and job shadowing activities outlined in this Instructor's Guide, Career Choices encourages young people to work with adults in the community. For example, as students work on their budgets (Chapter 4) and begin their career research (Chapter 6), they are urged to interview adults as a source of vital information.
- Instructors are also prompted to invite adults to class as guest speakers, giving students additional access to potential mentors from the community.
Comprehensive guidance and counseling:
- Each activity in the Career Choices texts motivates students to sharpen academic skills by demonstrating the relevance of present studies to their future lives. At the same time they practice reading, writing, and computation, students learn to identify interests, explore career options, and build decision-making skills.
Supportive services:
- Career Choices build conscientious consumers. Young people are taught not only to find appropriate services, but also how to identify the need for these services.
- Students are also taught that planning and goal setting can often help avoid the need for state-supported services.
Follow-up:
- The Instructor's Guide includes a pre/post-testing instrument that can be used to effectively measure attitudinal change. Also outlined is the process for measuring gains in skills/academics.
- Completion of Career Choices means completion of a comprehensive career and life planning process. The Workbook/Portfolio is designed to facilitate follow-up, providing counselors/advisors with a written record or dreams, goals, and plans.
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