Federal and State Websites Research Paper

Federal and State Websites

State/Federal Research Project

State Websites

Employment Training Panel

Employment training panel (ETP) is a business and labor supported Californian State agency, which funds the vocational training costs. ETP clearly outlines its programs, and can only involve in fund provision for training employers who are subject to the payment of Employment Training Tax. The eligible entities in this case may include single employers who are subject to the UIT (unemployment insurance tax), and holding a California Employment Account with a prefix number of 699 or below. Similarly, a group of employers may be eligible. Such groups include Joint Apprenticeship Committees, Chambers of Commerce, Economic Development Corporations and Trade Associations. Training Agencies come in as the third group, including educational institutions such as university foundations, community colleges, adult schools, or the regional occupational programs. Additionally, workforce investment boards also contribute in the list of the primary audience to the ETP website

Employment Training Panel involves in the provision of funds to employers. This aims at assisting interested employers upgrade the skills of their workforce through trainings, which in turn leads to good wage payments, as well as long-term jobs that can sustain employment of the maximum number of employees. The role of ETP in the economy emanates from its original mandate during its inception. It was to quickly move large numbers of the unemployed population into employment hence saving jobs for workers threatened by regional displacements. This thereby brings a clear understanding that ETP is not a training agency, but a funding agency. This panel is responsible for the assessment of trends within the California’s workforce, as well as trends in the need for economic development. The panel thereby initiates funding priorities every fiscal year. ETP accomplishes its mission through reimbursing the employer-driven training costs for incumbent workers. It also fulfills its mission by funding the kind of training necessitated by unemployed workers in order to enter into the workforce.

The Employment Training Panel amasses its funds from the California employers via a special payroll tax system. The panel collects these funds along with the unemployment insurance tax. As well, it targets firms threatened by competition within the global economy, or those threatened by “out of state” competition. Historically, ETP accomplishes its mission without interventions or appropriations from the SGT (state general fund), or any other alternative funding sources. The primary ETP program gets its funding from ETT (employment training tax) paid by Californian employers. This is only applicable to employers who are subject to this tax, and they directly benefit from this program. Within the past decade, ETP has received additional funding sources for its alternative programs, channeled towards training the unemployed workers for emerging jobs within the recovering economy. The alternative funding resources arises from the distributions from California Labor and Workforce Development Agency and the CEC (California Energy Commission).

California OTAN (Adult Education)

Outreach and Technical Assistance Network is a California-based educational website that integrates the contemporary technology into the educational process. Consequently, it empowers learners to achieve their academic goals as well as civic, and employment objectives. The primary audience to this website thereby includes all learners within the California State and any other distant learners, especially the adult learners. It aims at improving the educational needs to California educators. The program particularly targets the California Adult Education students through the provision of technological support. Furthermore, it identifies learners whose obligations are geared towards their life goals due to their involvement in the adult education systems, and are becoming more active within their communal activities than before. The program thereby integrates records of the interested or participating students with the newly emerging technological information.

The OTAN provides information together with electronic collaboration and instructional technological support. It also offers distant learning to savvy and adult education benefactors within California. The OTAN encompasses three primary components: the electronic collaboration and information, distance learning, and institutional technology. The online presence of OTAN meets the adult educators’ needs through: (i) creation of a starting point and a collection of information hence enabling for the world exploration of literacy resources and adult education. (ii) Provision of webcasts, videoconferencing, and online meetings. (iii) Development of online grant application and reports for California Department of Adult Education. On the other hand, the instructional technology supports adult educational programs, which initiates and expands the utilization of instructional technology. This can be possible through training and information provision for planning and implementation of new technologies within the adult education programs. Finally, through distance learning, OTAN offers support to adult education programs, which provides distance learning courses through delivery of statewide curriculum material licensing, useful for distance instruction. Moreover, it supports free online curriculum such as CDLP (www) and English for All (www).

Since its inception in 1989, OTAN has been under federal funding via the California Department of Education; the Adult Education Office. Of late during the fiscal years from 2011 to 2013, OTAN activities have been receiving funds from contracts CN100220 and CN110150 from the California Adult Education Office, Adult Leadership Division, Secondary, Post secondary, and California Department of Education. Together with fund provisions thru Federal P.L., 105-220, Section 223. Nevertheless, the contents of OTAN do not necessarily replicate the position of the department on the U.S. Department of Education.

California Community Colleges Workforce Development Division

The California Community Colleges Workforce Development Division is an executive corporation or partnership between the California community colleges with the California workforce department. The division invites all learners, especially the students as well as the adults within the workforce, but pursuing further studies. This may be along an individual’s career path or any career trainings. This website empowers the Californian community colleges through leadership support and advocacy. Its guidance offers unlimited access to life-long learning to all citizens. Moreover, it creates a progressive and skilled workforce that advances the California entire state interest in learning as well as working. It thereby ensures that all students receive proper education services and access the available community college resources. These resources may be significant in the achievement of students’ educational objectives, and in offering support to the students meet their goals. The website also targets the California community college graduates through job coordination and creation of career opportunities. This thereby establishes a concrete-based workforce that aids the state’s economic growth and global competitiveness. The audience to this website thereby comes out be the students within community colleges as well as the adults within the state workforce.

The website purposes to serve a number of duties in relation to its diverse categories and duties. In student services, the primary goal of the special programs and the involved staff is to ensure that the majority of students, if not all, get access to the required college courses in achieving their educational objectives. The division of the academic affairs has the obligation of providing a state-level review of the colleges’ curriculum. This division also offers instructional support activities. The division of the workforce and economic development is responsible instructional support, grant management to community colleges, and provision of technical assistance to both learners and the workforce. The staff involved in the division coordinates career opportunities and communal jobs for the community college graduates.Consequently, this activity helps in boosting the California economic growth as well as its global competitiveness.

The website accrues its funds through partnership with the workforce industry. This can then invite investments, funding, and other possible resources from industrial sectors, which are significant to the California economic growth. To win the trust from industrial funding resources, the websites forms partnerships that serves the industries together with California businesses. The industry-specific partnerships involves doing what matters; which is a channeled effort towards community colleges in order to get the solution to their regional workforce matters relating to the California high economic growth sectors. Alternatively, the “industry specific services” coordinated by the Deputy Sector Navigators, serve to align the community colleges with other workforce development resources.

2. Federal Websites

California Apprenticeship Council

The registered California Apprenticeship system of training is a unique council. It is the only formally structured and nationally accredited education and/or training program available. It combines the two popular forms of occupational and career learning: on-the-job training and classroom instruction. The Cal-Apprenticeships’ site comprises links to other related sites and does not seek to entice children. It does not necessarily market its career and job adverts to children. For admission requirements and eligibility, an individual must be at least 18 years of age, be capable of performing the union or trade works, and must also present a GED, diploma or high school certificate. The Apprenticeships’ union is thereby an excellent website for carrier choice to everyone who wishes to work physically by hands. Target audience to this website must then enclose any individual whose will is to serve the apprenticeship for a period up to five years. This will entirely depend on the kind of trade that individual selects; does it require mechanical ability, problem solving skills, dexterity, and the ability to collaboratively work with a team. Any person who joins the apprenticeship must weigh the options of his/her will; does the individual yearn to earn good benefits and a living wage, or is looking for an opportunity for career advancement.

The Apprenticeship programs are channeled towards training both women and men to attain craftsman status. Through these programs, committees of local apprenticeship training have the obligation of shaping up the applicants with aptitude, character, good personality traits, and motivation into competent journeymen. Men and women who undergo the Apprenticeship trainings have a positive work attitude, superior abilities, comprehensive knowledge, and a set of in-mind skills for performing a diverse range of responsibilities. Programs of the Union Apprenticeship benefits both men and women through the creation of learning opportunities while earning, safe working conditions, excellent wage benefits, career advancement opportunities, and by equipping them with dignity and job pride.

Once registered by the state apprenticeship council, the programs completely acquires state of federal funding via the state apprenticeship departments. For this website, the DAS (California Division of Apprenticeship Standards) ensures the legal registrat6ion of these unions. A registered apprenticeship thereby becomes a training strategy, which pays wages to the apprentices during their apprenticeship term. These wages becomes the portion of skilled wage rates, which augments during the program of training, and is with accordance with the union’s predetermined negotiated scale.

California Workforce Investment Board

This board aids the Governor to set and guide policies within the field of workforce development. The governor appoints all the board members, representing the multifaceted workforce including labor, business, higher education, public education, youth activities, economic developments, training, employment, as well as the legislature. This website thereby addresses all members of the public from the entire nation as its audience. The Board conducts meetings on a regular basis, an event during which it encourages the public to attend workforce meetings, and to be positive towards every individual’s line of career or work. Inclusively, the website encloses everyone, especially the adults within any area of workforce together with the youths within Youth Associations, which inspire and model them towards their lines of career.

The State Board (California Workforce Investment Board) assists the Governor to set and guide state policies within the workforce development area. The board is responsible for assisting the governor perform the required duties and responsibilities by the federal Workforce Investment Act-1998. The Board thereby formulates a strategic plan that directs its activities in the provision of guidance and support to the statewide system of workforce investment. The Board has got an executive branch agency known as the LWDA (Labor and Workforce Development Agency) that oversees seven main departments, panels, and boards that serve the Californian businesses and employees/workers. Moreover, the board ensures assistance and support to small businesses within California. It created a system of Small Business Liaison that assists business owners and employers through job trainings and hiring employees.

The California Workforce Investment Board accrues its funds from a number of sources including grants, tax credits, rebates, and reimbursements. Grants come from diverse sources including the automotive industry of transportation and logistics. The hybrid bus and truck voucher incentive projects accelerates the deployment of firsthand hybrid and zero emission buses and trucks. As at October 2012, the program had fund approximation of $18 million. As well, it gets funds provided for the cleaner prerequisite engines, equipment as well as other pollution sources that address the reduction of extra or early emissions. Alternatively, funds from the tax credits equal the percentage of wage payments to the qualified employees.

Association for Career and Technical Education (ACTE)

The ACTE is the American largest non-for-profit educational association, which is dedicated to advance education that in turn prepares both the youth and adults for their career success. This clearly elicits both the youth and adults to be the audience to this website. Founded way back in 1926, the ACTE currently encloses over 25,000 members; administrators, career and technical educators, guidance counselors, and researchers. The ACTE is thereby committed to enhance job performance and satisfaction to the youth and adults.

ACTE involves in the provision of advocacy, access to information and public awareness on career and technical education. It offers professional developments and tools that enable participants to be effective and successful leaders. The website advocates for enhancement of job performance and membership satisfaction through the increased public awareness, career appreciation, and offering of technical programs.The association ensures growths in state, federal and local funding for its programs through a perfect communication and liaison with the government leaders and legislators. As a result, the high school students who involve in the CTE programs become more engaged than how they were before joining. Afterwards, their performance improves and later graduates with higher grades and at a higher rate. Similarly, the post-secondary programs prepare both the youth and adults hence fitting better within careers of high demand. The ACTE majorly gets its funds from the federal funding for its technical and career programs through communication and working hand in hand with the government leaders and legislators.

The National Research Center for Career, and Technical Education

Many people consider education as the only bridge to a better life since it plays and essential role in the improvement of socio-economic status of communities, families as well as individuals. The NRC thereby coordinates the enrolment of students in secondary education and adults in postsecondary education and attempts to improve their employment competencies. The center formulates a dual enrolment program that allows high-school students to pursue college level courses at their high-school, or at the college campus.The center originally targeted the high-achieving high school students, making the to create a challenge to themselves by taking college courses hence earning postsecondary credits while in high school. The dual enrolment thereby serves as an alternative strategy to keep all students engaged in learning. This could also help them save money that could be used on college tuition and fees. As well, it shortens the students’ time to degree courses.

NRC provides scientific-based information on the developing, current and future educational evaluation and accountability systems. In response, NRCCTE invests in a wide assortment of activities relating to the CTE evaluation and accountability. The ultimate goal of this program is to develop interested strategies that help states, school districts and community colleges. This adds value to their distinguished capability, accountability and evaluation systems. Moreover, the NRCCTE performs data analyses the vital issues to the field of CTE, and also explores the impact of CTE credit-taking against dropout risks and academic outcomes. The activities NRCCTE are sponsored by the federal education agencies and federal funding. Its sponsors organize research on programs that lead to improvement in retention and completion of the post-secondary programs.

Carl D. Perkins Career and Technical Education Act of 2006

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) replace the 1998 Perkins III (Carl D. Perkins Vocational and Technical Education Act). This website targets both the youth students and adults who still yearn for further studies (postsecondary education), either in different careers or their lines of workforce specialties. The students’ participation in post-secondary education, and completion of the CTE programs may thereby lead to non-traditional fields, which are development oriented.

The purpose of implementation of this act is to provide understanding to eligible participants on the state developments, and to learn the new directions of both career and technical education. It purposes to develop academic, career and technical skills for secondary scholars and postsecondary scholars whore eligible for joining career and technical learning programs. It serves to increase both local and state flexibility in the provision of services together with activities designed to formulate, implement and advance career and technical education programs. This federally mandated state act also serves to support partnership between the secondary and post-secondary institutions. As well, it supports partnership among career and technical schools, and the local investment workforce boards. It equips individuals with opportunities thru lifetime to develop, in juxtaposition with other training and education programs. This is the knowledge required to keep the United States highly competitive among other nations.

With regards to the website funding, the Perkins IV programs obtain funding from the Perkins grants where 10% of the Grant may be useful in conducting the state leadership activities.The Florida Education Department may also allocate over 5% of grants for the administration of Perkins Career and Technical Education activities. Moreover, according to the 2006 act, there is a portion of federal funding that must be set aside for the Perkins Career and Technical Education programs. The state may them utilize such resource reserves for career and technical education programs in: rural areas, areas with high numbers of CTE students, as well as areas high percentages of CTE students. The regular and official guidance of by the Perkins IV is useful to implementations of career and technical education programs within the United States.

3. State

Employment Training Panel

Employment training panel (ETP) is a business and labor supported Californian State agency, which funds the vocational training costs. For over 30 years, ETP proves itself to be the California’s premier program that supports job creation and job retention via the provision of trainings. Since its inception in 1982, ETP clearly outlines its programs, and can only involve in fund provision for training employers who are subject to the payment of Employment Training Tax. The eligible entities in this case may include single employers who are subject to the UIT (unemployment insurance tax), and holding a California Employment Account with a prefix number of 699 or below. Similarly, a group of employers may be eligible. Such groups include Joint Apprenticeship Committees, Chambers of Commerce, Economic Development Corporations and Trade Associations. Training Agencies come in as the third group, including educational institutions such as university foundations, community colleges, adult schools, or the regional occupational programs. Additionally, workforce investment boards also contribute in the list of primary audience to the ETP website. This board must produce an appropriate and approved list of legally and locally elected officials within the areas of workforce investment.The ETP is under the government of eight Panel members. Two of the panel members are appointees of the Senate Pro-Team. Three members are Governor’s appointees while the other two are appointees of the Assembly Speaker.

Employment Training Panel involves in the provision of funds to employers. This aims at assisting interested employers upgrade the skills of their workforce through trainings, which in turn leads to good wage payments, as well as long-term jobs that can sustain employment of the maximum number of employees. The role of ETP in the economy emanates from its original mandate during its inception. It was to quickly move large numbers of the unemployed population into employment hence saving jobs for workers threatened by regional displacements. This thereby brings a clear understanding that ETP is NOT a training agency, but a funding agency. This panel is responsible for the assessment of trends within the California’s workforce, as well as trends in the need for economic development. The panel thereby initiates funding priorities every fiscal year. ETP accomplishes its mission through reimbursing the employer-driven training costs for incumbent workers. It also fulfills its mission by funding the kind of training necessitated by unemployed workers in order to re-enter the California workforce. Generally, the ETP program assists in ensuring that California State businesses are driven by skilled workers hence remaining competitive among other states. The ETP practices ensure that employers are capable of effectively training their employees/workers, making them flexible to any changes within businesses and industrial activities.

The Employment Training Panel amasses its funds from the California employers via a special payroll tax system. The panel collects these funds along with the unemployment insurance tax. As well, it targets firms threatened by competition within the global economy, or those threatened by “out of state” competition. Historically, ETP accomplishes its mission without interventions or appropriations from the SGT (state general fund), or any other alternative funding sources. The primary ETP program gets its funding from ETT (employment training tax) paid by Californian employers. This is only applicable to employers who are subject to this tax, and they directly benefit from this program. Within the past decade, ETP has received additional funding sources for its alternative programs, channeled towards training the unemployed workers for emerging jobs within the recovering economy. The alternative funding resources arises from the distributions from California Workforce & Labor Development Agency and the CEC (California Energy Commission).

4. Federal

California Workforce Investment Board

This board was established under an Executive Order in response to the decree from the federal Workforce Investment Act of 1998. The board aids the Governor to set and guide policies within the field of workforce development. The governor appoints all the board members, representing the multifaceted workforce including labor, business, higher education, public education, youth activities, economic developments, training, employment, as well as the legislature. This website thereby addresses all members of the public from the entire nation as its audience. The Board conducts meetings on a regular basis, an event during which it encourages the public to attend workforce meetings, and to be positive towards every individual’s line of career or work. Inclusively, the website encloses everyone, especially the adults within any area of workforce together with the youths within Youth Associations, which inspire and model them towards their lines of career.

The California Workforce Investment Board accrues its funds from a number of sources including grants, tax credits, rebates and reimbursements. Grants come from diverse sources including the automotive industry of transportation and logistics. The hybrid bus and truck voucher incentive projects accelerates the deployment of firsthand hybrid and zero emission buses and trucks. As at October 2012, the program had fund approximation of $18 million. As well, it gets funds provided for the cleaner prerequisite engines, equipment as well as other pollution sources that address the reduction of extra or early emissions. Alternatively, funds from the tax credits equal the percentage of wage payments to the qualified employees.

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