California Workforce Association’s Post

Catch up on the top higher education announcements this month with our helpful summary! We cover updates related to Title IV requirements, FAFSA simplification, and more. https://hubs.la/Q02DBtl50 #HigherEducation #HigherEd

Here is a summary of the top five January 2024 U.S. Department of Education announcements that apply to higher education institutions, along with key reporting deadlines and information about an upcoming FASFA webinar. https://hubs.la/Q02jkVxY0 #HigherEducation #HigherEd

Our April summary of top announcements that apply to higher education institutions includes updates on FAFSA Simplification and other upcoming Title IV requirements, plus links to an updated guide and webinar information. https://hubs.la/Q02vvWck0 #HigherEducation #HigherEd #FAFSA

Check out this helpful resource the TC higher ed team has put together!

This Wednesday, here's a midweek update on what you need to know about higher education happenings in Washington: ⭐Education Department Releases Additional Guidance on Upcoming Regulations The U.S. Department of Education announced regulatory changes affecting financial responsibility, administrative capability, certification procedures, and ability to benefit. These new regulations go into effect on July 1, 2024. Institutions must ensure their programs meet accreditation and state licensure requirements where they are located, and for distance education, programs must meet licensure or certification requirements in the student's state of residence or intended employment at initial enrollment. Link: https://bit.ly/4bGgTbu ⭐Feedback Requested on Proposed R&D Funding Priorities for Minority Serving Institutions The U.S. Department of Education has proposed priorities, requirements, and definitions for the Research and Development Infrastructure (RDI) grant program to support HBCUs, TCCUs, and MSIs in making significant research infrastructure investments. These priorities aim to enhance research productivity, faculty expertise, graduate programs, and partnerships to increase external funding. All written comments are due by June 17, 2024, and the priorities include four specific funding focuses for HBCUs, TCCUs, MSIs, and institutions with high percentages of Pell Grant recipients. Link: https://bit.ly/4bGgSUY ⭐Draft Framework for the Carnegie Social and Economic Mobility Classification Released The American Council on Education (ACE) is offering a first look at the new classifications under the Carnegie Classification System. The new proposal includes a new Social and Economic Mobility Classification which compares similar institutions on the following criteria: (1) access or the socioeconomic and racial diversity of the students they enroll; and (2) the economic success of their learners after they leave, based on their earnings. Link: https://bit.ly/3yq6K42 Want more details about what's happening at the federal level? CGS members can read Washington Insights and Highlights, CGS's newsletter on all things policy: https://bit.ly/3J1EV4f

The session on Excellence in Higher Education, led by a scholarly resource person, provided a comprehensive exploration of critical areas in higher education. It began by discussing core values, emphasizing the role of Higher Education Institutions (HEIs) in contributing to national development and fostering global competencies. The importance of inculcating ethical behavior, integrating technology in education, and continuously striving for excellence was highlighted. The session then detailed the NAAC Assessment and Accreditation Process, explaining the old criteria-based system used by the National Assessment and Accreditation Council (NAAC). This process involves seven key criteria: Curricular Aspects, Teaching-Learning and Evaluation, Research, Innovations and Extension, Infrastructure and Learning Resources, Student Support and Progression, Governance, Leadership and Management, and Institutional Values and Best Practices. The distribution of marks across these criteria was also discussed. Key indicators and metrics for assessing HEIs were presented, divided into quantitative metrics (objective data) and qualitative metrics (subjective evaluations). The session concluded with a comparison of the new and old regimes of assessment and accreditation, introducing the binary regime with Maturity Based Graded Accreditation and the One Nation One Data Platform for transparency and consistency. Overall, the session provided a thorough understanding of the evolving landscape of higher education assessment and accreditation, emphasizing continuous improvement and high standards.

Today is GCSE results day, a significant milestone for students across the country. These results are the culmination of years of effort by students, teachers, and parents alike. While many will be celebrating their hard-earned achievements, others may face unexpected challenges. This day underscores the strengths of our education system but also highlights the areas where improvement is needed to better support all students. To improve GCSE outcomes in the future, the government can take several important steps. First, increasing investment in underfunded schools and ensuring that resources are equitably distributed can help close the achievement gap. Enhancing teacher training programs is also crucial, as it equips educators with the skills and knowledge necessary to support diverse learning needs. Furthermore, expanding access to mental health services for students can help them manage the pressures that often accompany this critical stage of their education. By focusing on these areas, we can create a more supportive and effective education system that enables every student to reach their full potential. Congratulations to everyone who received their GCSE results today!

🌟 Navigating the Future of BTECs and Level 3 Technical Courses 🌟 Happy Monday LinkedIn! In a significant development for the Further Education sector, the Department for Education has announced a “short review” of the controversial plans to defund BTECs and other level 3 technical courses. 📚 Education Secretary Bridget Phillipson has confirmed that the review will begin immediately, with decisions communicated before the turn of the year. This has sparked mixed reactions, notably from the Sixth Form Colleges Association (SFCA), which has accused the government of going back on its previous commitments. 🚀 What does this mean for FE Colleges? Planning Uncertainty: Colleges and schools may not know until December 2024 what qualifications they can offer in September 2025, creating a planning nightmare. Paused Defunding: The defunding of 134 qualifications, including those in construction, digital, early years, and health, has been paused for 2024/25. However, many institutions have already planned their curriculums well in advance. Future of AGQs: Popular qualifications in areas like health and social care, science, and law, attracting around 300,000 annual starts, are still set to lose funding in 2025 and 2026. 💡 How can we support you through this transition? 💡 As these reforms unfold, it’s crucial for institutions to stay informed and adaptable. We're here to provide guidance and support, helping you navigate these changes effectively. Whether it’s strategic planning, curriculum adjustments, or staffing solutions, we’re committed to ensuring your organisation thrives. Please do reach out if you'd like to see example CVs of any skillset or an indication of rates! https://lnkd.in/exTNSUJx

How do we prepare students for university studies and for the world of work? Register for our March 19th webinar to learn more about our partnership with Arizona State University.

A key element of teacher apprenticeship is honoring the competencies and prior learning that experienced paraprofessionals bring with them into the program. CAEL has great resources to help EPPs learn how and why they should honor prior learning and experience with academic credit. It is good for apprentices and counterintuitively increases the overall number of credits earned at the EPP. #TNGYOC #teacherapprenticeship