Those projects that begin on a calendar year basis beginning January 1.
Career and Technical Education has the meaning given the term in section 3 of the Carl D. Perkins Career and Technical Education.
Career and Technical Education is—
A combination of rigorous and high-quality education, training, and other services that aligns both vertically and horizontally across Secondary Education, Adult Education, Workforce Training and Development, Career and Technical Education, and Postsecondary Education systems, pathways and programs. It includes collaborative partnerships with these entities, business and industry, along with human services agencies, corrections and other community stakeholders, as a foundational structure for sustainability and high quality. Multiple entry and exit points are included to facilitate individuals building their skills as they progress along a continuum of education and training and advance in sector-specific employment.
The Illinois Workforce Innovation Board envisions ten success elements for serving opportunity youth. These elements demonstrate the principles, strategies, and criteria in the Illinois' Unified State Plan and how various funding sources may be blended for full regional ownership and sustainability:
1. Partnerships with education, employers, and workforce boards to plan and leverage resources;
2. Business engagement in developing and managing career pathway programs;
3. Credentials, certifications, and/or postsecondary access that result from career pathway programs;
4. High-demand industries and higher skill occupations that meet youth earnings and career goals;
5. Work-based learning opportunities to experience the work-place;
6. Individual career/employment plans for each youth participant;
7. Individual supports available to meet the unique needs of each participant;
8. Contextualized learning and work-based skills that prepare youth for employment;
9. Measurement of results and continuous improvement methodology to enhance program quality; and
10. Sustainability plans that connect the program to broader, long-term employment strategies.
The chief elected official is:
a) The chief elected executive officer of a unit of general local government in a local area; and b) in a case in which a local area includes more than one unit of general local government, the individuals designated under the agreement described in section 107(c)(1)(B).
The Civil Rights Center (CRC) develops, administers, and enforces Departmental policies, practices, and procedures pursuant to Title VI and Title VII of the Civil Rights Act of 1964, as amended; Section 188 of the Workforce Investment Act (WIA), as amended; the Rehabilitation Act of 1973, as amended; the Age Discrimination Act of 1975, as amended; the Age Discrimination in Employment Act of 1967, as amended; the Equal Pay Act of 1963; Title IX of the Education Amendments of 1972, as amended; Title II of the Americans with Disabilities Act of 1990, as amended; the Civil Service Reform Act of 1978; the Civil Rights Act of 1991; the Notification and Federal Employee Antidiscrimination and Retaliation (No FEAR) Act; and related statutes and Executive Orders.
The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. Visit the CIP website to learn more http://nces.ed.gov/pubs2002/ cip2000/
Class-size training contracts are groups of WIOA registrants receiving occupational skills training in a demand occupation. Training services include the full range of occupational skills training, adult education and literacy services, and customized training as described in WIOA Section 134 (c)(3)(D). (The training may be comprised solely of WIOA registrants or may be combined with customers of other programs such as TANF, Trade, etc.)
A Community-Based Organization is a private nonprofit organization (which may include a faith-based organization), that is representative of a community or a significant segment of a community and that has demonstrated expertise and effectiveness in the field of workforce investment.
Also referred to as “competitive solicitation” means the process of requesting and receiving two or more sealed bids, proposals, or replies submitted by responsive vendors (bidders or offerors) in accordance with the terms of a competitive process, regardless of the method of procurement.
1. Each one-stop delivery system must include at least one designated comprehensive center where job seekers and employer customers can access the programs, services, and activities of all required one-stop partners (Section 121(b)(l)(B) of WIOA), along with any additional partners as determined by the LWIB. Additionally, a comprehensive one-stop center must:
a. Have at least one WIOA Title I staff person physically present;
b. Provide the career services listed in 20 CFR 678.430, 34 CFR 361.430, and 34 CFR 463.430;
c. Provide access to training services described in 20 CFR 680.200;
d. Provide access to any employment and training activities carried out under Section 134(d) of WIOA;
e. Provide access to programs and activities carried out by one-stop partners listed in 20 CFR 678.400 through 678.410, 34 CFR 361.400 through 361.410, and 34 CFR 463.400 through 463.410, including the Wagner-Peyser Act Employment Services (ES) program; and
f. Make available workforce and labor market information.
2. Customers must have access to these programs, services, and activities during regular business days and hours (20 CFR 678.305(c), 34 CFR 361.305(c), and 34 CFR 463.305(c)). The LWIB may establish other service days and hours to accommodate individuals unable to access the one-stop center during regular business hours.
3. One-stop partner programs may deliver career services at a comprehensive one-stop in one of three ways (20 CFR 678.305(d), 34 CFR 361.305(d), and 34 CFR 463.305(d)):
a. By a program staff member physically present at the one-stop center;
b. By a staff member from a different partner program physically present and appropriately trained to provide information to customers about the resources available through all partner programs; or
c. By using technology to provide a direct linkage to a program staff member who can provide meaningful information or services. The "Governor's Guidelines to State and Local Program Partners Negotiating Costs and Services" details Illinois' requirements concerning direct linkage under WIOA.
Means machines used to acquire, store, analyze, process, and publish data and other information electronically, including accessories (or “peripherals”) for printing, transmitting and receiving, or storing electronic information. (See Equipment, Information Technology Systems, and Supplies)
Local areas can provide training through a contract for services rather than Individual Training Accounts in order to maintain consumer choice.
The review and evaluation of any separate cost elements and profit or fee in an offeror’s or contractor’s proposal, as needed to determine a fair and reasonable price or to determine cost realism, and the application of judgment to determine how well the proposed costs represent what the cost of the contract should be, assuming reasonable economy and efficiency.
The process of independently reviewing and evaluating specific elements of each offeror’s proposed cost estimate to determine whether the estimated proposed cost elements are realistic for the work to be performed, reflect a clear understanding of the requirements, and are consistent with the unique methods of performance and materials described in the offeror’s technical proposal.
Within the context of education, workforce development, and employment and training for the labor market, the term credential refers to a verification of qualification or competence issued to an individual by a third party with the relevant authority or jurisdiction to issue such credentials (such as an accredited educational institution, an industry recognized association, or an occupational association or professional society).
The range of different types of credentials includes:
1. Educational diplomas, certificates and degrees;
2. Registered apprenticeship certificates;
3. Occupational licenses (typically awarded by State government agencies);
4. Personnel certifications from industry or professional associations; and
5. Other skill certificates for specific skill sets or competencies within one or more industries or occupations (e.g. writing, leadership, etc.).
These categories of credentials are further defined and described in Attachment 2 of TEGL 15-10.