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Maine introduces legislation to support and integrate immigrant workforce

A Republican state senator in Maine has introduced a bill that would create a Cabinet-level Office of New Mainers. The bipartisan legislation is in response to concerns about the state’s aging workforce, and recognition that immigrant workers represent a potential resource for meeting the state’s current and future labor force needs.

According to Census figures, nearly 1 in 5 Mainers is over the age of 65, and the state has the oldest median age in the nation. Just 3.5 percent of the state’s population was born abroad, a number that is far below the national average of 13 percent foreign-born residents.

The legislation was introduced by Sen. Roger Katz (R-Augusta). A press release from the senator’s office describes key features of the bill, titled An Act To Attract, Educate and Retain New Mainers To Strengthen the Workforce (LD 1492). The bill would create an Office of New Mainers headed by a director who would:

  • Coordinate with state agencies and programs to attract, educate, integrate and retain immigrants into Maine’s workforce. Specific agencies mentioned include the state’s departments of Labor; Education; Economic and Community Development; Health and Human Services; and Professional and Financial Regulation.
  • Administer programs, projects and grants to attract, educate, integrate and retain immigrants into the state’s workforce, economy and communities.
  • Develop metrics to evaluate outcomes.
  • Establish a committee to provide input and guide the development and implementation of the comprehensive plan. Committee members would include a wide range of stakeholders, including a representative from the state workforce board; three Chamber of Commerce representatives; a postsecondary education representative; and a person with “extensive experience in providing educational instruction to adult English Language Learners.”


The press release also notes that the bill would establish a Welcome Center Initiative to provide vocational training for foreign-trained workers, match those individuals with employers in areas experiencing a shortage of trained workers and establish three grant programs to provide support to immigrants, communities and adult education programs to achieve the stated goals.

In recognition of the critical role that English language acquisition plays in economic integration, the bill specifies that the Welcome Centers would be housed within existing adult education administrative structures. To ensure that job-training activities are demand-driven, organizations seeking funding under this program must collaborate with local employers to identify skill needs and develop interventions that address those needs.

The bill’s total projected price tag is $2 million. If enacted, Maine would join six other states that have established state-level Offices of New Americans or other initiatives designed to ensure that immigrant residents are incorporated into the labor market and broader society. Those states are California, Illinois, Massachusetts, Michigan, New York, and Pennsylvania. In 2015, the Pew Immigration and the States Project released a short analysis of such state-level efforts. 

Posted In: Immigration, Adult Basic Education, Maine
California uses $2.5 million in WIOA discretionary funds to support “Workforce Navigation” for immigrants

More than 1 in 3 Californians was born in another country, and the state’s workforce system is moving to address systems-alignment and coordination issues to improve services to immigrants and English Language Learners.  On May 1, the California Workforce Development Board and the California Labor and Workforce Development Agency announced the award of five grants to local workforce boards to support pilot “Workforce Navigator” programs over the next 18 months.

A major impetus for the project was the state’s recognition of a disconnect between the high number of immigrant and English Language Learner workers in California and the relatively low number being served by the workforce system. In particular, just 3.7 percent of individuals exiting from the state’s WIOA Title I intensive services in Program Year 2014 had limited English skills.

Grant Recipients

Each of the five local boards received a $500,000 grant. The grantees are:

  • Madera County Workforce Investment Corporation
  • Orange County Development Board
  • Pacific Gateway Workforce Investment Network
  • Sacramento Employment and Training Agency
  • San Diego Workforce Partnership, Inc.

Notably, the grantees represent a wide range of geographic, economic, and demographic diversity. Workforce navigators will likely face location-specific opportunities and challenges given settings as diverse as the sprawling Los Angeles metropolitan area (for the Pacific Gateway project), and the substantially less-dense Fresno area (in the Madera County project).

Project Goals

As outlined in the project’s Request for Applications, a primary goal is to improve systems coordination to allow individual jobseekers to more smoothly navigate through adult education, job training, and other workforce services. In particular, grantees are being asked to improve coordination between Workforce Innovation and Opportunity Act Title I (workforce) and Title II (adult education) services.

Required activities for each grantee include:

  • Leveraging and coordinating a network of wrap-around services (childcare, transportation, etc.) offered through the workforce system and other partners to help individual participants successfully complete workforce programs. 
  • Partnering with nonprofit community-based organizations, particularly in cases when these organizations have established relationships or expertise in serving immigrant communities that local boards do not.
  • Improving alignment with WIOA Title II adult education programs, including co-enrolling participants as appropriate.
  • Establishment of a Workforce Navigator position, designating a specific staff member to help individual immigrant participants navigate the workforce and adult education systems.


Project Funding Source and Key Partners

Key partners in the effort include the California Community College Chancellor’s Office and the California Department of Education, which oversees the state’s adult education programs. The state workforce board is also funding third-party technical assistance and evaluation components of the project.

Funds for the project come from the federal Workforce Innovation and Opportunity Act through a provision known colloquially as the “governor’s reserve.” Every state is permitted to use up to 15 percent of its WIOA Title I funds for specific statewide projects at the governor’s discretion, provided the activities meet statutory requirements. All individuals participating in WIOA Title I-funded services must be legally authorized to work in the United States. 

More information about the California effort can be found on the project website.

Posted In: Adult Basic Education, Immigration, California
Upcoming webinar will explore WIOA’s role in supporting corrections and re-entry services

Services for people who are currently incarcerated or who have criminal records are an important element of the Workforce Innovation and Opportunity Act. An upcoming webinar from National Skills Coalition will explore policy avenues for improving adult education and workforce services for people who are incarcerated or who are returning to their communities after incarceration.

Featured Speakers

  • Sherri Moses, Council of State Governments Justice Center. Sherri will discuss opportunities under WIOA for better serving people with criminal records.
  • Will Heaton, Center for Employment Opportunities. Will will share examples of how two states – Pennsylvania and California – have used WIOA planning processes and funding mechanisms to address the needs of formerly incarcerated individuals.
  • Gillian Gabelmann, Washburn Tech University. Gillian will provide a case study highlighting adult education and workforce-preparation services in a Kansas correctional facility for women, using an Integrated Education and Training (IET) model.


The webinar will be moderated by NSC’s Director of Upskilling Policy, Amanda Bergson-Shilcock. It will be held on May 18, 2017 from 2:00-3:00 p.m. Eastern Daylight Time. Register now to ensure your place.

Background: How Widespread are WIOA-Funded Re-Entry Services?

A 2015 survey by the National Association of Counties (NACo) found that nearly half (47%) of local workforce boards reported that they were providing re-entry services for people returning to the community after incarceration. More specifically, 44% of workforce boards were providing re-entry services to adults, and 30% were providing such services to youth.

Many workforce boards fund re-entry services using WIOA Title I Adult, Dislocated Worker, or Youth dollars. NACo’s report Second Chances, Safer Counties includes several short case studies of how boards are using such funding as well as other federal and state sources. They include:


In addition to WIOA formula funds to the states, additional funding for services to formerly incarcerated people is available through the WIOA Sec. 169 Re-Entry Employment Opportunities (REO) program. REO is administered by the US Department of Labor, Employment and Training Administration. The most recent round of REO grants was awarded in June 2016 and totaled $64.5 million.

Background: Understanding the Demand for WIOA Adult Education Services in Corrections

Under WIOA Sec. 225, states may use up to 20% of their WIOA Title II funds to provide adult education programs for individuals who are currently incarcerated. This is an increase from the earlier Workforce Investment Act, which had allowed states to use up to 10% of their funds for corrections education.

The increase reflects a growing understanding of the deep need for adult education programs serving people who are incarcerated. Data from the rigorous international assessment known as the PIAAC show that a substantial percentage of incarcerated individuals in the United States have basic skills gaps.

In particular, a full 30% of incarcerated adults lack a high school diploma. People who are incarcerated are also more likely to have low literacy levels, with 29% scoring below Level 2 on the PIAAC, compared to 19% of those in US households.  Incarcerated individuals are even more likely to have low numeracy scores, with 52% scoring below Level 2 compared to 29% of adults in US households.

Many people in prison have a strong interest in continuing their education: A full 70% of incarcerated individuals who were not currently enrolled in an education program said that they wanted to pursue one.

More information is available in the publication Highlights from the US PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education and Training, published by the National Center for Education Statistics in 2016.

 

Learn more about these important issues in NSC’s May 18 webinar

Posted In: Adult Basic Education
Adult Education Advocacy: Bringing the Practitioner Voice to Policy Conversations

Making sure that policy conversations are informed by the deep expertise of adult educators in the field is a core element of National Skills Coalition’s work. In addition to bringing practitioners into Washington for federal-level conversations, NSC staff also regularly travel around the country to connect with people who are engaging in advocacy in their local communities and states.

This spring, two NSC staff members joined adult educators at two major conferences to talk about emerging opportunities for policy advocacy, new research findings, and resources for practitioners to connect the dots between local programs and the broader adult education and skills policy conversation.

Chief of Staff Rachel Unruh journeyed to Orlando, Florida, for the Coalition on Adult Basic Education (COABE) conference. The COABE conference brings together more than 2,000 adult educators from across the United States, including teachers, administrators, researchers, and other stakeholders. Rachel joined a panel of national leaders in adult education to discuss the federal policy and funding landscape for adult education.

Rachel also presented on results of NSC’s recent Foundational Skills in the Service Sector study. Co-presenting along with Rachel were NSC’s research partners at American Institutes of Research: B. Jasmine Park, Emily Pawlowski, and Katherine Landeros.

Among the policy tools that Rachel discussed were NSC’s state policy toolkit on sector partnerships. The toolkit is accompanied by a 50-state scan showing which states have already adopted such policies. 

Meanwhile, NSC Director of Upskilling Policy Amanda Bergson-Shilcock traveled to Salt Lake City for the Mountain Plains Adult Education Association conference. The conference brings together adult educators from across nine states – Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, North Dakota, Utah, and Wyoming.

Amanda led two workshops:

  • Implementing WIOA: Early Examples of How Adult Educators Are Partnering with the Workforce System, Launching IET, and More
  • Immigrant Integration: Practices and Policies that Can Support Adult English Language Learners (ELLs) in their Career Transitions


Amanda also presented a solo plenary session on Standing Up for Adult Education: Strategies for Policy Advocacy. She encouraged educators to use NSC’s resources in their advocacy with business leaders, policymakers, and others. 

Among the resources she highlighted are NSC’s two new 2-page fact sheets, which draw on findings from the Foundational Skills in the Service Sector report. One fact sheet, The Business Case for Upskilling, includes a case study of how one hotel benefitted from partnering to provide Vocational English classes to its housekeeping staff. 

Posted In: Adult Basic Education

New Fact Sheet: The Business Case for Investing in Upskilling

  ·   By Amanda Bergson-Shilcock,
New Fact Sheet: The Business Case for Investing in Upskilling

Businesses have a powerful stake in the skills of their frontline employees. That’s the message of a new fact sheet, one of two publications being released today by National Skills Coalition.

The Business Case for Upskilling highlights findings from NSC’s recent report on service-sector workers who have limited literacy, numeracy, or digital problem-solving skills. Among the findings emphasized in the fact sheet: A majority (58%) of these workers have been with their employer for at least three years, and 39% have recently pursued additional education and training.

Companies can help workers overcome their skill gaps through a variety of mechanisms, including partnering with training providers to offer classes and providing paid release time for employees to participate in learning activities.

An on-the-ground example of such collaboration is provided in the story of the Hyatt Regency at Los Angeles International Airport (LAX), which identified employee language skills as a key barrier hampering the hotel’s efforts to become a four-star facility. Through a partnership with labor, workforce, and other stakeholders, the hotel has been able to upgrade worker skills and obtain the coveted four-star rating.

Also being released today is a second fact sheet, which distills key findings from NSC’s report for a general audience. Low Skills are Widespread in the Service Sector, But Investments in Worker Upskilling Can Pay Off also summarizes key employer and policy recommendations.

Both fact sheets accompany NSC’s Foundational Skills in the Service Sector report, released last month. Slides from NSC’s webinar on the report are also available. 

Posted In: Adult Basic Education
New York state funds “community navigators” project for low-income immigrants

A recent Request for Applications (RFA) from the New York State Office for New Americans represents an innovative approach to improving low-income immigrants’ access to career pathways and other workforce and social services for which they are eligible.

The RFA proposes to use just over $1 million in Community Services Block Grant (CSBG) funds to support full-time Community Navigator staff positions at 14 organizations.  Grants of approximately $75,000 are expected to be made to each selected organization. Once awarded, the year-long grants may be renewed for up to two additional years, subject to the availability of funds.  

Per the RFA, the goal of the project is to “maximize the participation of low-income immigrant community members in New York State’s civic and economic life.” The project is not intended to directly provide services. Rather, each community navigator will function as a sort of air-traffic controller, overseeing a corps of volunteers in their local region who will help eligible immigrants to discover and access already-existing services. Navigators will also be responsible for a set of convening and coordinating activities meant to deepen local understanding of immigrant integration, particularly around workforce and economic issues.

Why the project was created

The New York State Office for New Americans (ONA) explains the rationale behind this project in the introduction to its RFA:

There is a chronic lack of accessible information about publicly available services and programs in low-income immigrant communities throughout New York State. Low-income New American communities in New York State often lack reliable information regarding workforce development opportunities and other opportunities open to all New Yorkers to fully participate in our State’s civic and economic life. Meanwhile, the complex relationship between immigrants and government has further left newcomers at a deficit for reliable, trusted information.

Taken together, this has left New York State’s new American population ignored for career pathways, vulnerable to financial frauds and at an access deficit for possible ladders of opportunities. Dedicated outreach and community welcoming efforts are needed to help low-income immigrants gain access to the same opportunities available to all others in the State and country. To address this need, the New York State Office for New Americans (ONA) is seeking local leadership to coordinate and conduct outreach to low-income immigrant communities, and to create a grassroots community navigators program to help low-income New Americans.

Who is eligible to apply

Organizations eligible to apply for these funds include Community Action Agencies and other nonprofits who meet the New York State definition of community-based organization (CBO).

Notably, this statewide initiative is not limited to New York City. Just three of the anticipated 14 grantees will be located in the city. The other 11 grantees will be spread out across the remainder of the state, including two dedicated to the upstate area known as “North Country.”

What activities are required under the project

Each grantee organization will be required to carry out a similar slate of activities. These activities will be led by the full-time staff member (“Community Navigator”) funded under the grant. They include:

  • Establishing and leading a monthly Immigrant Integration Roundtable in their local community
  • Conducting a survey of local immigrants regarding important economic and workforce issues facing immigrants in the region, and producing an accompanying research report
  • Collaborating with nonprofit and other partners to develop and implement 10 employment/workforce development workshops and other events each year
  • Developing and overseeing a program to recruit and train community members to become volunteer Community Navigators assisting low-income immigrants in accessing services and resources for which they are eligible
  • Creating curricula and providing bimonthly trainings for volunteer Community Navigators


Each grantee’s staff member will also be responsible for hosting Community Conversations about immigrant integration, leading quarterly tours to help local stakeholders learn more about immigrant integration issues, and coordinating the dissemination of relevant announcements to ethnic media outlets.

How success will be measured

Grant applicants are required to demonstrate that their funded work will address one or more of the CSBG National Performance Goals and Indicators. Most relevant from a workforce perspective is Goal 1: “Low-income people become more self-sufficient.”

Indicators collected for this goal include individuals who obtained or maintained a job; obtained wage or benefit increase; achieved “living wage” employment; obtained skills/competencies required for employment; completed Adult Basic Education or High School Equivalency and received a certificate or diploma; or completed a postsecondary education program and obtained certificate or diploma.

The broader context for this project

New York is one of a handful of states in recent years that have created Offices for New Americans. Such offices are intended to improve the integration of immigrant newcomers into the fabric of their communities, and often focus on economic and workforce-related issues.

Among the activities undertaken by the New York State ONA include the funding of 27 ONA Neighborhood-Based Opportunity Centers around the state, and of legal counsels that will provide legal technical assistance to ONA Opportunity Centers. The ONA also supports activities that are specifically workforce-focused, including a program to help immigrants with STEM backgrounds to find skill-appropriate jobs in the U.S.

Posted In: Adult Basic Education, Immigration, New York
NSC’s new report explores role of skill-building for service-sector workers

There are approximately 20 million Americans employed in key service-sector industries who lack foundational skills in literacy, numeracy, or digital problem-solving. These skill gaps serve as an invisible drag on productivity, often limiting workers’ ability to climb the career ladder and increasing employer costs.

Businesses play an important role in helping these workers build skills and attain economic mobility – and smart public policy can amplify employer investments while also strengthening talent pipelines across the sector.

That’s the overview of a new report from National Skills Coalition. Foundational Skills in the Service Sector: Understanding and Addressing the Impact of Limited Math, Reading, and Technology Proficiency on Workers and Employers focuses on retail, hospitality, and healthcare workers.

The report is designed to inform business leaders, policymakers, and advocates who are addressing challenges faced by workers with skill gaps and their employers. It provides a detailed data profile of workers, examples of employer interventions that support skill-building, and recommendations for state and federal policymakers.

What the Data Tell Us

  • Low skills are prevalent among service-sector workers: 62% of workers in the target occupational categories have low literacy, 74% have low numeracy, and 73% have limited digital problem-solving skills.
  • Most low-skilled workers are age 25 or older, including 52% who are over the age of 35. A majority (61%) are women. Two-thirds (64%) are parents.
  • Nearly a quarter (23%) of low-skilled workers are supervisors. A majority (58%) have been with their current employer for at least 3 years.
  • Many are eager to improve their skills. More than one in three (39%) participated in a learning activity over the past 12 months, including 27% who are pursuing a formal degree or certificate.


How Employers Are Responding

Companies that are successfully addressing skill gaps among their workforce are using a variety of tools. A key way to offer high-quality upskilling opportunities to their employees is through partnerships with nonprofit organizations, community colleges, and other training providers. Among the examples detailed in the report:

  • Employers can participate in sector partnerships such as BEST Corp. Hospitality Training Center. These partnerships are especially important for small and mid-sized employers that cannot easily provide on-site training.
  • Employers can participate in apprenticeship or other work-based learning programs, such as that offered by Susque-View, a long-term care provider.
  • Employers can collaborate to offer Vocational English as a Second Language (VESL) classes, such as those offered by Kroger, Publix, and Whole Foods via the New American Workforce initiative; and/or offer blended learning approaches that combine in-person classes and online learning, such as English Innovations.


What Policymakers and Advocates Can Do

Public policies are a crucial tool for amplifying employer investments and ensuring that all workers can participate in skill-building opportunities, regardless of the size or capacity of their employer.  Recommendations in NSC’s report include:

  • Expanding industry sector partnerships through improved alignment and increased public investment
  • Making it easier for workers to navigate career pathways, including transitions from adult basic education to middle-skill training
  • Expanding financial aid to be more responsive to working learners and businesses
  • Supporting the expansion of apprenticeships and other work-based learning opportunities

Learn more about NSC’s findings and recommendations in the full report.

This paper was made possible by generous support from the Walmart Foundation. We thank them for their support but acknowledge that the findings, conclusions, and recommendations presented in the report are those of NSC alone, and do not necessarily reflect the opinions of the Walmart Foundation.

Posted In: Adult Basic Education

DOL issues new guidance on serving immigrants

  ·   By Amanda Bergson-Shilcock,
DOL issues new guidance on serving immigrants

The Department of Labor recently issued a Training and Employment Notice (TEN 28-16) on best practices, partnership models, and resources for serving English language learners, immigrants, and refugees.

The TEN was sent to stakeholders across the public workforce system, including state labor departments, state and local workforce boards, and American Job Centers (formerly known as one-stop centers).

The TEN emphasizes the importance of ensuring that all customers have meaningful access to the public workforce system, and describes notable requirements for federally funded workforce providers under the Workforce Innovation and Opportunity Act (WIOA) Sec. 188 and its associated nondiscrimination/Equal Employment Opportunity regulations.

The TEN also reviews specific barriers that both highly educated and less-educated immigrant and refugee jobseekers may face, and ways that those barriers can be overcome, including:

  • Limited English proficiency, which can be addressed through contextualized, workplace-based English language classes
  • Lack of familiarity with US workplace practices, which can be addressed through mock interviews and help in building social capital and professional networks


The guidance also reminds workforce stakeholders that training services under WIOA Title I can include English language training if provided in combination with another training service, and that individuals who have received Deferred Action for Childhood Arrivals (DACA) are eligible for WIOA Title I services (see NSC’s prior Q and A on this topic).

Six innovative partnership models for providing workforce services to immigrant and refugee jobseekers are spotlighted in the TEN. They include:

  • The Ready to Work program, offered through the Seattle Mayor’s Office of Immigrant and Refugee Affairs
  • Project Growing Regional Opportunity for the Workforce (GROW) in McAllen, TX
  • The Silicon Valley Alliance for Language Learners’ Integration, Education, and Success (ALLIES) Innovation Initiative in San Mateo, CA


Finally, the TEN provides copious links to technical assistance resources on issues that may affect immigrant and refugee jobseekers, such as: credentials and licensing; WIOA state plans and policy guidance; English language instruction; research on immigrant workforce integration; and trauma and human trafficking. 

Posted In: Workforce Innovation and Opportunity Act, Adult Basic Education, Immigration
New data highlights importance of English classes for immigrant workers in Massachusetts

A new report from the nonprofit English for New Bostonians is providing a unique view of adult English learners in Massachusetts. The report is based on a survey of nearly 1,500 adult English for Speakers of Other Languages (ESOL) class participants at 39 different programs statewide. National Skills Coalition conducted the data analysis for the report, titled Talking Jobs: Lessons from ENB’s 2016 Student Employment Survey.

The analysis found that the overwhelming majority of survey respondents (85%) were in the labor force, including 62% who were currently employed and 23% who were looking for work. Among survey respondents who were working, fully half (50%) said their co-workers also need English classes.

The survey also explored whether respondents’ employers were making investments in their skills and providing opportunities for growth. Respondents who were working were asked whether their company provided benefits such as tuition assistance or reimbursement, fixed schedules, opportunities for promotion, and training to help employees do their jobs better.

Each of these benefits has important implications for English learners:

  • Fixed schedules can make it easier for ESOL students to attend classes regularly. Sixty percent (60%) of respondents reported that they are given a fixed work schedule.
  • In-house training can signal a company’s interest in retaining and promoting workers. Nearly half (49%) of respondents reported that their employer provides them with some type of training.
  • Having opportunities for promotion can inspire workers to build English and other skills in order to move up the career ladder. A relatively small number of respondents (34%) reported having such opportunities at their current job.
  • Tuition assistance is both a symbolic and tangible investment in a worker’s continued upskilling. Just 9% of respondents reported having tuition benefits.
     

Notably, workers who were employed at larger companies of 50 or more employees were more likely to have access to the above benefits. However, only 43% of working survey respondents were employed at these larger companies.

Other data from the survey provided a vivid illustration of the under-employment of many Massachusetts immigrants. Numerous respondents were working in entry-level positions in the US, despite having held professional jobs in their home countries. Among these respondents were an immigrant architect who is now selling cell phones, an auditor working in a pizzeria, and a dentist making fruit smoothies. Prior research has found that lack of English language skills is a major contributing factor to such under-utilization.

Key conclusions from the report include:

  • There is unmet demand for adult ESOL classes in Massachusetts.
  • Although workers’ direct supervisors are often aware that they are participating in ESOL classes, it is not known whether higher-level managers are similarly informed.
  • Immigrant workers may be unaware of opportunities for promotion at their current place of employment, or may lack such opportunities.
  • The mismatch between a worker's home-country profession and his or her current occupation can be dramatic.
  • There are opportunities to further engage employers in key industry sectors regarding immigrant skill-building issues.
     

Each of these conclusions is explored in more detail, along with supporting evidence from survey findings, in the full report. A two-page Executive Summary is also available. 

Posted In: Adult Basic Education, Immigration, Massachusetts
NSC staff join 300 advocates to talk immigrant skill building in Philadelphia

NSC Senior Policy Analyst Amanda Bergson-Shilcock participated in several events as part of the Welcoming Economies (WE) Global Network conference last week. The conference brought nearly 300 attendees from ten states to Philadelphia for in-depth discussions of workforce, adult education, cross-cultural, and economic development issues related to immigration in the Rust Belt.

Amanda participated in a panel on Career Pathways for Immigrants, where she talked about opportunities in the Workforce Innovation and Opportunity Act to support immigrant skill building. She also shared information about new resources released by National Skills Coalition, including toolkits to help advocates advance state policies on Integrated Education and Training and stackable credentials.

Joining her on the panel were Katherine Gebremedhin of WES Global Talent Bridge and Annie Fenton of the Michigan Office for New Americans. The panel was moderated by Karen Phillippi, also of the Michigan Office for New Americans.

Another conference session focused on immigrant workers in the healthcare arena. The panel featured commentary by Marcia Drew Hohn, formerly of the Immigrant Learning Center and co-author of a new report on the issue, as well as John Hunt, director of a program serving immigrant jobseekers at New York’s LaGuardia Community College. The panel was moderated by Sara McElmurry of the Chicago Council on Global Affairs, which also released a recent report on the issue. NSC’s Upskilling the New American Workforce report was cited by panelists for its profile of a Minnesota program that supports US-born and immigrant adult students in attaining healthcare credentials.

The conference also examined issues related to equity, including strategies for addressing the needs and concerns of American-born “receiving community” members in places where immigrant newcomers are settling. A final session provided an opportunity to discuss intersections between LGBTQ, Black Lives Matter, and immigrant integration advocacy.

Amanda also participated in a pre-conference half-day session hosted by the nonprofit World Education Services (WES). The event was a follow-up to the White House National Skills and Credential Institute held earlier this year. (See our Skills Blog post on that event.)

The WES event brought together nearly 70 attendees, including municipal officials, nonprofit leaders, and other workforce stakeholders, to discuss strategies for addressing immigrant “brain waste” in American communities. The term refers to immigrants who arrive in the US with degrees and credentials from abroad, but end up working in low-wage jobs due to language and other barriers.

Amanda moderated a panel of national experts who provided feedback to attendees on their ideas for addressing brain waste. Panelists included:

  • Carol Aguirre, US Department of Education, Office of Career, Technical, and Adult Education
  • Peter Gonzales, President and CEO of the Welcoming Center for New Pennsylvanians
  • Suzette Brooks Masters, consultant to philanthropy on immigration issues
  • Karen Phillippi, Deputy Director of the Michigan Office of New Americans
     

View more about both events by checking out the hashtags #WEConvening and #ImmigrantTalent on social media. 

Posted In: Adult Basic Education, Immigration
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