1 / 22

Lifelong Learning Accounts: Creating a Partnership in Lifelong Learning

Lifelong Learning Accounts: Creating a Partnership in Lifelong Learning. June 2006. CAEL’s Mission. CAEL pioneers learning strategies for individuals and organizations. We advance lifelong learning in partnership with educational institutions employers labor organizations government

joanna
Télécharger la présentation

Lifelong Learning Accounts: Creating a Partnership in Lifelong Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Lifelong Learning Accounts:Creating a Partnership in Lifelong Learning June 2006

  2. CAEL’s Mission CAEL pioneers learning strategies for individuals and organizations. We advance lifelong learning in partnership with • educational institutions • employers • labor organizations • government • communities CAEL works to remove policy and organizational barriers to learning opportunities, identifies and disseminates effective practices, and delivers value-added services.

  3. CAEL Connects: CAEL’s Lifelong Learning Work Colleges and Universities Adult Learners Employers and Unions Government and Community CAEL’s Workforce Development Work CAEL’s Public Policy Work

  4. What are LiLAs? • Lifelong Learning Accounts (LiLAs)are employer matched individual asset-building accounts to finance lifelong learning so that workers can upgrade their skills and knowledge to achieve their career goals while meeting the demands of businesses for a skilled workforce.

  5. The Need for Lifelong Learning Skills gap • 42% of occupational categories with projected new job growth in the next decade will require a college degree or other post secondary award, compared to 29% in 2000. Source: Bureau of Labor Statistics (2001). Employment Outlook 2000-2010: Occupational Employment Projections to 2010. Online at, http://stats.bls.gov/opub/mlr/2001/11/art4full.pdf • 85% of jobs are classified as “skilled” or require education beyond high school. Source: National Commission on Mathematics and Science Teaching for the 21st Century (2000). Before It’s Too Late. Online at, http://www.ed.gov/inits/Math/glenn/index.html

  6. The Need for Lifelong Learning • At the same time, a slowing in the growth of educational attainment. • A 2003 Aspen Institute Study estimates that there was a 19 percent increase in the share of workers with post-high school education over the last 20 years. That will drop to 4 percent in the next 20 years. Source: The Aspen Institute (2003) Grow Faster Together Or Grow Slowly Apart: How Will America Work in the 21st Century? Online at, http://www.aspeninst.org/AspenInstitute/files/CCLIBRARYFILES/FILENAME/0000000225/DSGBrochure_final.pdf

  7. Education Has a Clear and Compelling Impact on Salary Levels and Job Stability Source: Bureau of Labor Statistics (2004). Education and Training Pays. Online at, http://www.bls.gov/emp/emped00.pdf.

  8. Who Is Today’sAdult Learner? • 3 out of 4 undergraduates have at least one characteristic of an adult learner • 43% of postsecondary students are between 25 and 44 years old, 82% of whom work while enrolled. Source: National Center for Educational Statistics (2003), Work First, Study Second:Adult Undergraduate Who Combine Employment and Postsecondary Enrollment..

  9. Wisconsin’s Challenge • According to Measuring Up 2004, the percentage of 25-49 year olds enrolled in part-time postsecondary education in Wisconsin dropped from 4.3% in 1994 to 3.7% in 2004, below the top performing states’ percentage of 5.4% • Wisconsin earned a “D” grade for affordability of education. Source: The National Center for Public Policy and Higher Education

  10. Who Pays for Adult Learning? Informal Analysis by Ford Foundation

  11. LiLA Components Include: • Universal LiLA eligibility • Employer Based • Portable • Contributions from Individuals, Employers and, potentially, Third Parties • Voluntary Participation • Informed Choice

  12. CAEL’s LiLA Initiative: • A three-site, multi-sector LiLA demonstration for 300-400 workers • A comprehensive, independent evaluation of the demonstration • National and state LiLA policy activities

  13. Demonstration Sites • Chicago, IL -- 125 employees of the restaurant and foodservice industries • Northeast Indiana -- 75 manufacturing employees and 75 public sector employees • San Francisco -- 75 employees of the allied healthcare industry

  14. Demonstration Results to Date • Fully operational in all three sites • Wide range of employers, primarily small and medium size • Highly diverse group of participants • Over half of participants are non-white • Nearly half earn less than $30,000 • Over half are female • Over half are under age 40

  15. Top Reasons for Employer Participation • Way to provide an affordable benefit. • Improve the skill set of workers. • Improve employee morale. • Increase retention of employees.

  16. Top Reasons for Employee Participation • Pursue a degree. • Obtain additional training and knowledge. • Continue education. • Learn a new or different skill. • Increase earning potential.

  17. Sample Uses • Nursing • Lab Technician • ESL • Management • Accounting • Computers • HVAC • Quality Assurance • Culinary Arts

  18. LiLA Policy Goals • Make LiLAs available to all employees as part of standard employee compensation packages. • Enact legislation that provides tax incentives for education and training through LiLAs.

  19. LiLA Policy Initiative • Federal • Federal Tax Demonstration • National Innovation Act • State • State-based pilot (ME) • State planning research (IL) • Legislative initiatives • State tax incentives (OK) • State matching pilot (IL and IN) • WIRED (Coastal Maine and Kansas City regions)

  20. Proposed Federal LiLA Demonstration Key Recommendations: • Use tax credits as third-party financing mechanism for a national system of LiLAs • Serve up to 200,000 individual workers in 10 states • Build in a larger tax incentive to workers earning $75,000 or less • Through corporate tax credits, encourage employers of all sizes to match individual contributions, including non-profits • Provide technical assistance to participating companies and advising to individual LiLA holders • Test the LiLA model at a much larger scale

  21. Ford Foundation Annie E. Casey Foundation Bank of America Foundation Chicago Community Trust City of Fort Wayne Olive B. Cole Foundation Evelyn and Walter Haas, Jr. Fund Walter and Elise Haas Fund Friedman Family Foundation Richard and Rhoda Goldman Fund Grand Victoria Foundation Hewlett Foundation Indiana Department of Workforce Development Indiana Michigan Power Indiana Northeast Development Levi Strauss Foundation Lincoln Financial Group Foundation, Inc. Noble County Community Foundation, Inc. Northeast Indiana Workforce Investment Board Polk Bros. Foundation San Francisco Foundation Steuben County Community Foundation (donor-advised) United States Department of Labor (Maine program) Verizon Foundation National LiLAProject Sponsors

  22. Contact Information Amy Sherman Public Policy Director CAEL 55 East Monroe St., Ste. 1930 Chicago, Illinois 60603 312-499-2635 (phone) 312-499-2601 (fax) asherman@cael.org www.cael.org

More Related