Essential Considerations for Establishing Partnerships Among Agencies Addressing the Employment-Related Needs of Individuals with Disabilities

[Excerpt] The Collaboration Brief series is intended to assist both generic and disability-specific agencies to work collaboratively and enhance their capacity to serve individuals with disabilities. To help agencies become familiar with their mandated and non-mandated partners, these briefs provide information that will contribute to better understanding of the goals, eligibility criteria, and policy parameters of the respective generic and disability-specific agencies; the development of expanded and improved collaborative relationships; and the coordination of resources, services, and supports. These briefs are consistent with and reflect the overarching goal of the Workforce Investment Act (WIA)— to develop a seamless workforce investment system that includes multiple agencies and programs. The series includes briefs on the One-Stop Career Centers established under Title I of the WIA and the one disability-related mandatory partner participating in the workforce investment system (vocational rehabilitation agencies). In addition, the series includes employment-related services and supports provided by other federal, state, and local agencies and programs serving people with significant disabilities, including Mental Health, Developmental Disabilities, and Special Education. Further, the series explains the potential role the Medicaid program can play in supporting employment and the work incentive provisions in Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) programs, and describes the Ticket to Work Program operated by the Social Security Administration. Each brief provides information on the purpose of the program, eligibility for benefits or services, funding sources, administrative structure, and resources provided to support jobseekers and employers. Further, the briefs provide considerations for assessing the respective programs in each state and suggestions for the development of collaborative relationships. The concepts and strategies of Customized Employment—a dynamic set of assessment and job development tools—will be used to contextualize the collaborative strategies discussed in each brief. Most importantly, the briefs show that no agency is alone or limited to their own resources in serving people with significant disabilities; this series should be used as a source for the basic information upon which cross-system partnerships are built. Collaborative relationships between One-Stop Career Centers, Vocational Rehabilitation, community provider organizations, and other systems that provide benefits and services will create new employment opportunities for people with significant disabilities

Building Wealth on the Foundation of Employment Portfolio Series

[Excerpt] The vision of the U.S. Department of Labor (USDOL) is to advance the economic futures of workers, including those with disabilities. The unique mission of the Office of Disability Employment Policy (ODEP) within USDOL is to promote the involvement, cooperation, and collaboration of multiple federal, state, and local agencies with the private sector, to increase participation of individuals with disabilities in the workforce and economic mainstream. No single program, policy, funding stream, or strategy is a universal solution for the multiple challenges encountered by individuals with disabilities who want become economically self-sufficient. Yet, across the federal government, there are tools and strategies now being implemented to help lift low-income wage earners—including individuals with disabilities—out of poverty and empower them through employment and expanded economic opportunities. This portfolio series introduces asset development concepts, tools, and activities that individuals with disabilities, their families, and the workforce development professionals who support them can use to build wealth on the foundation of successful employment

Customized Employment: Applying Practical Solutions for Employment Success (Volume 1)

[Excerpt] The Customized Employment process is a flexible blend of strategies, services, and supports designed to increase employment options for job seekers with complex needs through voluntary negotiation of the employment relationship with an employer. The job seeker is the primary source of information and drives the process. The Customized Employment process begins with an exploration phase, which lays the foundation for employment planning. Planning results in a blueprint for the job search where an employment relationship is negotiated to meet the needs of both the job seeker and the employer

Age and employment: a picture of the East Midlands

This report draws together information from a range of existing sources to assist stakeholders in the East Midlands to consider the Later Life agenda when developing strategy and policy

Customized Employment: Practical Solutions for Employment Success

[Excerpt] Customized Employment offers the chance for a job to fit who we are, what we need, and what we have to offer. It provides an avenue to employment for any job seeker who feels that traditional job search methods do not meet their needs. Customized Employment means individualizing the relationship between job seekers and employers in ways that meet the needs of both. It is based on an individualized determination of the strengths, requirements, and interests of a person with a complex life. The process is designed to meet the workplace needs of the employer and the discrete tasks of the position. When a customized relationship is developed, a shared employment alliance results

Research report: Exploring the beliefs, attitudes, and behaviors of MSM engaged in substance use and transactional sex in Ghana

This study was implemented by Boston University in collaboration with the Kwame Nkrumah University of Science and Technology with support from the President’s Emergency Plan for AIDS Relief (PEPFAR) through the U.S. Agency for International Development under Project SEARCH Task Order No. GHH‐I‐00‐07‐00023‐00, beginning August 27, 2010. The content and views expressed here are the authors’ and do not necessarily reflect the opinion or policy of USAID or the U.S. Government.This report presents findings from a qualitative study examining the vulnerability to HIV of young men who have sex with men (MSM) in Kumasi, Ghana, and their prevention needs. The study was jointly conducted in Kumasi, Ghana’s second largest urban center, by Boston University’s Center for Global and Health and Development (CGHD) and the Kwame Nkrumah University of Science and Technology (KNUST). It was carried out as a component of Project SEARCH funded by the United States Agency for International Development. The study was designed and conducted in collaboration with FHI 360 (formerly Family Health International (FHI)), an international non‐governmental organization based in the capital city of Accra which operates programs targeting MSM and other key populations in Kumasi, and the Ghana AIDS Commission (GAC). Preventing HIV among key populations in Ghana is a major goal for the National AIDS Control Program (NACP) and the GAC.1 MSM are a particularly stigmatized population in Ghana, in part because male‐to‐male sex has traditionally been viewed as illegal, making them a difficult yet critical to reach population with HIV/AIDS‐related services. This qualitative study was conducted in order to enhance understanding of the beliefs, attitudes, and behaviors of adolescent and young MSM (aged 15‐29). In this population, we particularly sought to focus on two sub‐groups: MSM who engage in transactional sex and those who use alcohol or illicit substances (hereinafter “substances”). The specific objectives were to explore: 1) the types and extent of substance use by MSM; 2) the overlap between substance use and transactional sex among MSM; 3) the beliefs and attitudes related to substance use and transactional sex; 4) knowledge and risk behaviors of both subgroups. The study’s broader goal was to collect and analyze in‐depth data that can be used to improve the outreach and effectiveness of local programs that aim to reach these groups with important HIV prevention and treatment information and with services appropriate to their needs.Support from the President’s Emergency Plan for AIDS Relief (PEPFAR) through the U.S. Agency for International Development under Project SEARCH Task Order No. GHH‐I‐00‐07‐00023‐00, beginning August 27, 201

The decline of the adult school movement between the wars

This article considers the decline of the adult school movement, one of the largest voluntary movements in the history of adult education, and critically examines some of the reasons that have been used to explain it. It explores a number of features of the decline, using records of selected adult schools and adult school unions, and discussing variations by region and gender. The article argues that adult schools pursued a strategy of 'resistance' to secularisation, and that they increasingly concentrated on their core religious activities rather than attempting to compete with secular adult education providers. As a result, whereas the late nineteenth and early twentieth century had seen a rapid turnover of adult scholars, by the 1930s they were increasingly restricted to a committed core of members, dominated by older men and, especially, women. Reasons for the decline include the availability of alternative leisure pursuits, a lack of unity within the movement, and the association of the adult schools with unfashionable styles of Victorian philanthropy

Explaining Change and Rethinking Dirty Words: FCC v. Fox Television Stations, Inc.

This report presents the results from a comparative study of the qualification of adult educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind the study is a growing interest in adult education resulting from a focus on lifelong learning in the public and political agendas, internationally and nationally. According to the authors of the report, an increased interest in adult education generates an increased interest in the professionalisation of the adult education sector, and thereby in the qualification of those teaching adults: adult educators. Based on this belief, the study and hence the report looks into the role that the qualification of adult educators plays in policy, learning opportunities for those interested in qualifying as adult educators as well as adult educators’ status as professionals. Besides the formation of personal teaching, which is grounded in learning theory, theoretical principles and experiences from practice, the development of a professional identity plays a role in adult educators becoming professionals. Similarly, so does the recognition of adult educators as professionals by society at large. Methodologically, the study is based on document analysis. The documents selected for analysis have been: national and international research reports and articles; official descriptions of national education systems; and policy papers, laws and other legal documents dealing with adult education and/or the qualification of adult educators. The study shows that in all three countries, there has been an increase in the political interest in adult education and training. In 1993, an act on adult education and training was accepted in Estonia and updated in 2001 (Estonian Ministry of Education and Research, 1993). Four years later, in 1997, a huge reform of the adult education and training system was carried out in Sweden, and in 2000, a reform of adult and continuing education was launched in Denmark. The main drivers for the increased focus on adult education and training in all three countries seem to be the needs of the labour market, in light of globalisation and international competition as well as the Lisbon strategy. The study also shows that in spite of the increased focus on adult education and training and its importance, through out policy papers, there seems to be a lack of interest in the quality of the provision, in terms of education and learning processes, including the qualification of adult educators in Denmark and Sweden. In Estonia, a professional qualification standard for adult educators was accepted in 2004. Except for Estonia, thus, the question of qualification of adult educators is practically absent in ongoing national, political debates with respect to adult education and training. In relation to the options for those interested in qualifying as adult educators, it is difficult to find courses or education programmes offering initial education and training. Instead, most courses and education programmes either offer in-service or a combination of initial and in-service education and training. Thus, there are few opportunities for adult educators to acquire the professional knowledge and identity as adult educators, before entering the field. In addition, adult educators, to a high degree, develop their competencies as adult educators through their work. Further, qualification requirements for teaching within adult education and training vary a lot, and are linked to the specific field of adult education. Within general adult education, in all three countries, the requirements are similar to those for teachers in primary and secondary schools with no demands on specific competences in teaching adults. Within vocationally oriented adult education and training, the situation is very similar to that within general adult education, as demands for pedagogical qualifications do not include specific competences in teaching adults. Liberal adult education in all three countries stands out as the least regulated sector in relation to required pedagogical qualifications for educators. Requirements within this sector are set by each employer. Being that an individual’s professional development is tantamount to a society’s recognition of his/her occupation as a professional one, it can be discussed whether adult educators today are considered as being part of a real profession in the three countries. Based on the study, it can be concluded, that: Adult educators are absent within the policy discourse of adult education and training. Adult educators stand on the edge of a profession. Adult educators are self-taught professionals. These issues are worth further attention within both policy and research circles

Antonio Gramsci and his relevance for the education of adults

This paper, drawing on original sources, provides an overview of and a discussion on those writings and ideas, in Antonio Gramsci's huge corpus of work, that are relevant to the education of adults. This should provide a fitting tribute to this major social theorist of the 20th century on the 70th anniversary of his death. Among the topics discussed are those of adult education for industrial democracy, adult education and cultural preparation, adult literacy, prison education, adult education and the Southern Question with specific reference to immigration, and, most important of all, adult education in the context of an intellectual and moral reform.peer-reviewe

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices