How does workforce investment act work

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Department of Labor. Check if you may be eligible for this benefit. Rapid response activities are also provided as part of a comprehensive workforce development system designed to respond quickly to employer, worker, and community needs when a mass layoff or plant closure appears imminent. Additionally, WIA provides year-round employment and training services for economically disadvantaged youth ages 14—21 who establish and work toward educational and career goals.

WIA youth programs are designed to provide youth with the following:. Florida and Texas include "disability representation" on the WIB. Florida requires the local board to include representatives from private educational institutions and community based organizations serving individuals with disabilities.

Texas local boards must include at least one representative who has contacts with the local vocational rehabilitation service providers. In addition, all local boards are encouraged to designate that representative, or an additional member, to represent "general disability related issues.

The other implementation states do not explicitly mention disability representation on WIBs. A key provision of the Workforce Investment Act is state and local accountability for the performance of the workforce system. In order to remain eligible to receive funds, training providers as well as programs must demonstrate and document successful performance and customer satisfaction.

For the adult program, state performance indicators include entry into employment, retention, earnings, and educational or occupational credentials. Local workforce investment areas are subject to the same indicators in addition to indicators the Governor may select. Local performance indicators should therefore include both "career advancement" and "improved quality of life" to further the achievement of higher education goals and lifelong learning for students with disabilities.

All of the state plans address systems for maintaining eligibility for service providers in compliance to WIA mandates. Florida, Indiana, Kentucky and Texas provide the respective state policies for training providers certification and customer satisfaction reports. Vermont and Louisiana incorporate a "scorecard" measurement system for evaluating potential providers. Wisconsin posts "job seekers satisfaction" surveys. Texas, Indiana, and Utah list areas for which providers must give outcomes in order to receive and maintain certification.

These states list each pertinent area with Texas being the most comprehensive and complete. These areas include retention rate, costs, percentages of completion and employment, wages, rate of licensure, degree, and certification. One of the features of the WIA is the creation of statewide Youth Councils to serve the needs of low-income youth ages 14 to 21 who face at least one of six barriers to employment for example, youths with disabilities. The design framework for local youth programs must include preparation courses for postsecondary education programs among others.

In addition, the Council is charged with providing linkages between academic and occupational learning. Prior to becoming eligible to begin to deliver services to individuals with disabilities, all training providers must participate in disability awareness training.

For youth with disabilities, self-advocacy training is an essential component of, as well as pre-requisite for, academic and occupational learning. As a result of such training, adults with disabilities would be better able to understand both their disability rights and advocacy needs in the workplace. All nine state plans mention areas of youth advocacy training.

The various components involved with youth support are itemized in most detail in the plans developed by government officials in Indiana and Vermont. These areas include, but are not limited to, life skills training self-esteem building, educational and career opportunities, and positive social behaviors.

The WIA requires states to provide activities and services that are directed to help eligible youth achieve academic and employment success. However, none of the plans elaborate on the methods for fulfilling this requirement.

Utah extends the scope of their plan in relation to this area by ensuring that all youth participants receive follow-up services for a minimum of 12 months. In contrast, Louisiana names various specific programs and agencies that are focused on providing youth with the necessary supports. Texas cites many programs and agencies quite a few of which are already in existence. Utah links closely with their State Office of Rehabilitation.

Wisconsin and Vermont provide general descriptions focusing on the value of the Youth Councils to address these needs. Kentucky and Wisconsin stand out as leaders in disability awareness. Kentucky's state plan incorporates assurances that local boards, one-stop operators, and service providers will comprehensively address these issues with staff as well as with persons with disabilities. The Kentucky state plan mentions cross training, technical assistance, and outreach programs for persons with disabilities to ensure that many of the barriers to services and employment will be overcome.

Wisconsin itemizes policies for special needs populations that include the necessary tools for universal access to core services. Texas encourages their employment services staff members to develop training programs for front line workers, boards, center operators, service providers, and other employment service staff, to address disability issues and awareness. Louisiana will utilize existing advocacy groups, along with the Governor's Office of Woman's Services, to provide the One-Stop system with the skill needed to serve groups with special needs.

In addition to state formula grants, WIA establishes a number of competitive grant-based programs to provide employment and training services to special populations. This competitive grant program provides training and related services to low-income Indians, Alaska Natives, and Native Hawaiians through grants to Indian tribes and reservations and other Native American groups. This competitive grant program, which is also referred to as the National Farmworker Jobs Program, provides training and related services, including technical assistance, to disadvantaged migrant and seasonal farmworkers and their dependents through discretionary grants awarded to public, private, and nonprofit organizations.

The program was first authorized by the Economic Opportunity Act of This program provides training and related services to veterans through competitive grants to states and nonprofit organizations. The purpose of pilot and demonstration programs is to develop and evaluate innovative approaches to providing employment and training services.

In recent years, two programs have been specified in appropriations language and funded under the authority of Section Each is described below. PRI, which was first funded in FY, funds faith-based and community organizations that help recently released prisoners find work when they return to their communities.

RRYO, first funded in FY, supports projects that serve young offenders and youth at risk of becoming involved in the juvenile justice system. This competitive grant program, also known as the Community College Initiative, funds entities to strengthen the capacity of community colleges to train workers in the skills required to succeed in high-growth, high-demand industries.

This competitive grant program funds projects that provide education and construction skills training for disadvantaged youth. Participating youth work primarily through mentorship and apprenticeship programs to rehabilitate and construct housing for homeless and low-income families. Table 1 shows appropriations for the FY and FY Amounts include all WIA programs described above, plus technical assistance; pilots, demonstrations and research; and evaluation.

Source: Omnibus Appropriations Act, , P. Job Corps funding includes administration, operations, and construction.