WIOA Dislocated Worker & Adult Training (Cybersecurity)

WIOA Dislocated Worker & Adult Training (Cybersecurity) is sponsored by Department of Labor (DOL) — Employment & Training Administration. This program funds job training programs in high-demand fields including cybersecurity, AI/ML, and information technology. It covers tuition, certifications (e.

g. , CompTIA, CISSP, CEH), and employer-sponsored training programs.

Employment and Training Administration NOTICE OF AVAILABILITY OF FUNDS AND FUNDING OPPORTUNITY ANNOUNCEMENT FOR : America’s Promise Job Driven Grant Program ANNOUNCEMENT TYPE : Initial FUNDING OPPORTUNITY NUMBER: FOA-ETA-16 -12 CATALOG OF FEDERAL DOMESTIC ASSISTANCE (CFDA) NUMBER: 17. 2 68 KEY DATES: The closing date for receipt of applications under this Announcement is August 25, 2016 .

We must receive applications no later than 4:00:00 p. m. Eastern Time .

ADDRESSES: Address mailed applications to: The U.S. Department of Labor Employment and Training Administration, Office of Grants Management Attention: Eric Luetkenhaus, Grant Officer 200 Constitution Avenue, NW, Room N4716 For complete application and submission information, including online application instructions, please refer to Section IV. Over the past six-plus years, American businesses have created over 14.

6 million new jobs 0F and today there are over 5. 8 million job openings 1F —nearly as many as any point since the data have been tracked 2F . This progress comes at a time when innovation and technology are rapidly changing the nature of work in many sectors—allowing businesses to locate anywhere, and making traditional jobs and sometimes even entire industries obsolete.

In the face of these shifts, companies are choosing to innovate, grow, and invest in the U.S. in large part because we have an educated, creative, and adaptable workforce. Maintaining America’s position and supporting the growth of regional economies in the years ahead will require that businesses have access to a pipeline of skilled workers.

To accomplish this, regions must have robust workforce development capacity through an education and training system that adapts quickly to businesses’ changing needs. > 1https://blog. dol.

gov/2016/05/06/what-you-should-know-about-the-april-jobs-report/ > 2 http://www. bls. gov/web/jolts/jlt_labstatgraphs.

pdf > 3 http://www. bls. gov/news.

release/pdf/jolts. pdf The President recognizes the importance of this opportunity.

That is why in July 2014, under the leadership of Vice President Biden, the Administration released a plan to expand the number of pathways for Americans to gain the skills they need to get better, higher-paying jobs and increase access to those pathways, and in January 2015, the President announced a vision for America’s College Promise to make two years of community college free, letting responsible students earn the first half of a bachelor’s degree or earn skills needed in the workforce at no cost by creating a new partnership with states.

Since then, communities across the country have made strong progress in taking steps to make our workforce system more “job-driven," including through the implementation of the Workforce Innovation and Opportunity Act (WIOA). This new law requires state and local areas to develop, implement, and expand sector strategies and sector-based training strategies in economic regions with a focus on growth industries.

This competitive grant program will build on the momentum of WIOA to develop and expand regional partnerships and training opportunities particularly for middle- to high-skilled H-1B industries and occupations, ensuring that communities fully maximize their Federal, state and local funds to build a competitive workforce.

One of the primary vehicles for driving these strategies is regional workforce partnerships that are creating sector-based career pathways and offering tuition-free training to meet the needs of workers and businesses.

Rather than working in siloes, training providers, economic development and industry, and the workforce system are coming together to align public and private resources in response to employer demand and to offer innovative, evidenced-based education and job training.

To advance these efforts, the Employment and Training Administration (ETA), U.S. Department of Labor (DOL, or the Department, or we), announces the availability of approximately $100,000,000 in grant funds authorized under the American Competitiveness and Workforce Improvement Act of 1998 (ACWIA), as amended (codified at 29 USC 3224a) for America’s Promise Job-driven Grant Program.

We expect to fund approximately 20-40 grants, with individual grant amounts ranging from $1 million to $6 million.

This grant program is designed to create or expand regional partnerships between employers, economic development, workforce development, community colleges, training programs, K-12 education systems, and community-based organizations that make a commitment – or a “promise” – to provide a pipeline of workers to fill existing job openings, meet existing employer needs for expansion, fuel the talent needs of entrepreneurs, and attract more jobs from overseas.

These funds will be used to cover tuition and the costs of training-related activities on a first-dollar basis ensuring that training and education are free to individuals. Participants may use other sources of aid—such as Federal financial aid—to cover supplies, books, room and board, and other training-related expenses.

Through strong regional partnerships and commitments, communities will maximize the use of their resources and minimize duplication of effort.

Projects funded through the America’s Promise Funding Opportunity Announcement (FOA) will leverage resources from Federal place-based partnerships and sector-based programs, such as EDA’s Investing in Manufacturing Community Partnership (IMCP) communities and Department of Transportation’s (DOT) Ladders programs, among others.

3 Grants will be awarded to a regional workforce partnership of public and private sector entities that includes the following partners: • Employer and industry representatives that align with the partnership’s regional sector strategies; • Workforce investment system representing the regional service area;; • Economic development agencies representing the regional service area; and • Education and training providers representing the regional service area, including community and technical colleges or systems; joint labor-management training partnerships; and nonprofit and community-based organizations that offer job training.

4 I. Funding Opportunity Description C. Targeted Industries and Occupations III.

Eligibility Information B. Regional Workforce Partnership D. Cost Sharing or Matching IV.

Application and Submission Information A. How to Obtain an Application Package B. Content and Form of Application Submission C.

Submission Date, Times, Process, and Addresses D. Intergovernmental Review F. Other Submission Requirements V.

Application Review Information B. Review and Selection Process VI. Award Administration Information B.

Administrative and National Policy Requirements C. Industry Competency-Models and Career Clusters D. WorkforceGPS Resources IX.

OMB Information Collection B. List of H-1B Industries D. Labor Market Information F.

Suggested Project Work Plan Format G. Suggested Abstract Format H. List of Suggested Resources 5 I.

FUNDING OPPORTUNITY DESCRIPTION This Announcement solicits applications for the H-1B America’s Promise Job-driven (America’s Promise) grant program.

The purpose of America’s Promise grant program is to strengthen the pipeline of skilled workers to expand an economic region’s middle- to high-skilled workforce within one or more prioritized industry sector(s), thereby creating economic opportunities for America’s workforce to gain the necessary skills to fill in-demand jobs and increasing the long-term competitiveness of an economic region.

To help achieve this goal, the grant will provide individuals the opportunity to get high-quality, tuition free education and training that leads to in-demand and industry-recognized credentials and degrees. Over the past six-plus years, the United States has enjoyed the longest recorded streak of private sector job growth in American history.

Over the past year, seven of the monthly job openings readings (including the last three consecutive ones) have been at the highest levels since the measurement began in 2000. But many Americans still do not feel the benefit of this growing economy in their own lives. Too often they lack the skills and experience to access better jobs with bigger paychecks.

There is greater need for more skilled workers with technical associate degrees and postsecondary certificates. Two industries each have more than one million job openings today: professional and business services; and education and health services. The McKinsey Global Institute also estimates that by 2020 the U.S. will have a potential shortfall of 1.

6 million “middle skill” workers—those with greater education than high school, but less than a bachelor’s degree. As an effective way to build a skilled workforce that addresses knowledge and skills shortages in specific industry sectors, this FOA requires applicants to develop new or expand and strengthen existing regional workforce partnerships to implement sector strategies and industry partnerships.

Sector strategies focus on organizing multiple employers from a high growth industry sector that collectively define their skill needs and the credentials they use to make hiring and advancement decisions.

In addition, sector strategies can help to align state programs and resources for employers and workers 3F in a region by aligning the regional workforce system’s training programs to adapt to employer skill needs through sector-based career pathways. Sector strategies provide a means to engage directly with multiple employers from a similar industry sector across traditional boundaries.

Economic regions do not typically correspond to state, county, local workforce investment area, or municipal boundaries, but rather are defined by the interdependence of their people and organizations. Businesses operate in economic regions that may cross city, county, and state lines and education and economic development > 4 State Sector Strategies Coming of Age: Implications for State Policy Makers (2013).

National Governors’ Association. http://www. nga.

org/files/live/sites/NGA/files/pdf/2013/1301NGASSSReport. pdf . areas.

Sector strategies work across these boundaries to identify and address specific workforce needs in almost every industry. A fundamental goal of America’s Promise is to accelerate the development of new and the expansion of existing 21 st century regional workforce partnerships with business and industry leaders committed to providing a pipeline of skilled workers in a specific industry sector(s).

These partnerships will bring together industry leaders with senior level leadership from workforce and economic development, secondary and post-secondary education, elected officials, and other important community stakeholders.

To keep pace with the rapid shifts we are seeing in today’s economy, we encourage these partnerships to leverage data and technology to increase communication between employers, workforce and training providers, and job seekers.

There partnerships will be focused on four key priorities: • Increasing opportunities for all Americans : By 2020, an estimated 35 percent of job openings will require at least a bachelor’s degree and another 30 percent will require at least some college or an associate’s degree.

4F Unfortunately with the rising costs of higher education, pursuing post-secondary education is not an affordable option for many, including low-income or lower skilled workers.

Grantees will be developing strategies that increase tuition-free opportunities for unemployed, underemployed, and incumbent workers – including disadvantaged populations such as low-income, underrepresented in the targeted industry (including women and minorities), dislocated workers, and other populations with employment barriers – into middle-to high-skilled occupations and industries.

These strategies will encompass income and support needs, and preparatory training needed to support the targeted populations’ attainment of middle- to high-skilled employment. Up to 25 percent of participants served by applicants may be incumbent workers, particularly lower-skilled and lower-wage workers who need training to upgrade their skills.

• Expanding employer engagement : The Regional Workforce Partnerships will actively engage a range of employers and partners committed to participating in the sector strategies.

Grantees will secure commitments for deep employer involvement in various aspects of program design and delivery, including defining program goals and activities; identifying career pathways; informing training design; identifying necessary skills and competencies for targeted occupations; providing resources to support training, such as instructors, funding, and offering innovative and creative ways for skills attainment through work-based learning and customized upskilling strategies including OJT, registered apprenticeship, paid-work experience, and/or paid internship opportunities; and considering hiring trainees after program completion.

• Using evidence-based design : There is growing evidence that sector strategies can increase the employability, employment, earnings, and outcomes of job seekers, and at the same time benefit employers through improved worker productivity, job retention, and enhanced profitability.

For example, studies randomly assigning people to job training programs with sector partnerships found that participants were employed at a higher rate with higher earnings (an additional $4,500 over 24 months) > 5 Anthony P. Carnevale, Nicole Smith and Jeff Strohl. “Recovery, Job Growth and Education Requirements Through 2020.

” Georgetown Public Policy Institute Center on Education and the Workforce (2014). Available at: https://cew. georgetown.

edu/wp-content/uploads/2014/11/Recovery2020. FR_. Web_.

pdf. than those who went through other employment and training programs 5F . For applicants that already have sector strategies in place, we are interested in seeing data and demonstration of strong outcomes for job seekers and employers alike that are outlined later in this document.

# • Leveraging and aligning additional resources : Another important aspect of sector strategies and this FOA will be the improved alignment and use of Federal resources, particularly those invested in a region through the Administration’s place-based initiatives.

These include Federally-supported sector programs, such as EDA’s Investing in Manufacturing Community Partnership (IMCP) communities 6F Department of Transportation’s (DOT) Ladders programs 7F Department of Energy’s (DOE) Energy Jobs Strategy Council programs 8F , DOL’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) program 9F , Manufacturing Extension Partnership (MEP) program, Registered Apprenticeship 10F programs, and other applicable sector-based and place-based efforts.

Projects developed through this FOA should be aligned with and build upon, but not duplicate, the WIOA Plan sector strategies. Leveraged resources are a critical component of the project design, and in addition to leveraging federal resources, applicants should also seek to leverage private, public, and foundation resources to ensure resources are sufficient to meet the service and training needs of all participants served.

The America’s Promise grant program is authorized under Section 414(c) of the American Competitiveness and Workforce Improvement Act of 1998 (ACWIA), as amended (29 U.S.C. 3224a). America’s Promise grants are financed by a user fee paid by employers to bring foreign workers into the United States under the H-1B nonimmigrant visa program.

# C. TARGETED INDUSTRIES AND OCCUPATIONS America’s Promise grants will fund projects that support well-paying, middle- and high-skilled, and high-growth jobs across a diversity of H-1B industries in the area applicants are proposing to serve.

“High-growth” jobs, are defined as those which: 1) are projected to add substantial numbers of new jobs to the economy; 2) have substantial job vacancies currently available; 3) are being transformed by technology and innovation that require workers to obtain new skill sets; or 4) have a significant impact on the economy overall or on the growth of other industries and occupations. Barnow, B. S.

& Spaulding, S. (2015). Employer Involvement in Workforce Programs, in C.

V. Horn, T. Edwards, & T.

Greene (Eds). Transforming U.S. Workforce Development Policies for the 21 st Century (pp. 231-263).

Kalamazoo, MI: W. E. Upjohn Institute for Employment Research.

Investing in Manufacturing Communities Partnership: https://www. eda. gov/challenges/imcp Ladders of Opportunity: https://www.

transportation. gov/opportunity Fact Sheet: Department of Energy’s Job Strategy Council: http://energy. gov/downloads/fact-sheet-department-energy-s-jobs-strategy-council Trade Adjustment Assistance Community College and Career Training Grant Program: https://doleta.

gov/taaccct/ U.S. Department of Labor, Apprenticeship: http://www. dol. gov/featured/apprenticeship/grants 8 Occupations at the H-1B skills level generally require a bachelor’s degree or comparable experience and are middle- to high-skill level.

America’s Promise grants will help individuals pursue the education and training necessary to reach middle- to high-skill levels by accumulating college credits to earn a postsecondary degree, including credits leading up to a bachelor’s degree, or attaining other industry-recognized credentials.

While program participants do not need to have these educational credentials or skill levels to enter the program, programs should help participants earn the education and experience that can lead to job placement during the grant period in middle- and high-skill jobs and grantees must provide information about the sector-based career pathway to these jobs.

To meet the legislative intent of positioning American workers to reduce the need for skilled foreign workers under the H-1B visa program, applicants must design their programs to support occupations for which H-1B visas have been certified, or other occupations in industries in which a significant number of H-1B visas are certified, and which align with the regional workforce partnership’s sector-based strategy.

Refer to Appendix B to see a list of H-1B industries we have identified as permissible for applications to target under this grant competition. If proposing to target a specific occupation or occupations that fall outside of the identified industries, the application must provide data showing that the occupation is one for which H-1B visas have been certified. # D.

PROGRAM DESIGN ELEMENTS America’s Promise Regional Workforce Partnerships are committed to providing a pipeline of skilled workers in a specific industry sector(s) through sector strategies and sector-based career pathways. Sector strategies will align industry with the regional workforce system and training programs.

Integrating sector-based career pathways into the sector strategies ensures that the overall career pathways approach incorporates the needs of employers through skills training and attainment of portable credentials, supporting an individual’s advancement to middle- to high-skilled employment within an industry sector.

These sector-based strategies can be highly effective in increasing an individual’s employability, employment, and earnings when persued in context of a regional workforce partnership, ensuring a direct connection between training and employment in the local area.

Applicants must design workforce development strategies that comprise the following types of activities: 1) tuition-free education and training in a high-quality program that enables individuals to advance along a career pathway that supports the growth of a regional workforce within a specific H-1B industry or occupation, including providing participant support services necessary to successfully move individuals into middle- to high-skilled employment; and assurance from community and technical colleges and other training providers to modify offerings to align with industry needs over time; 2) the development and expansion of regional workforce partnerships through: enhanced regional leadership; alignment of regional workforce development strategies, including those required under WIOA and economic development plans; and, alignment with existing federal resources in the region; 3) employer engagement in sector strategies by ensuring active employer involvement in the regional workforce partnership, design of the program, training, and hiring of successful participants; as well as a plan to develop a more seamless, real time and possibly tech-enabled way to collect feedback from employers about the quality of participants from training programs; and 9 4) strong commitment to customer-centered design and excellence in customer service, so that the program responds to the needs of industry, employers, and participants, through human-centered design methodology and other methods of design thinking 11F Sector strategies directly engage employers within a specified industry sector to better align with and respond to employer hiring needs and career advancement opportunities.

Sector strategies typically incorporate the following key elements: • target a specific industry and/or cluster of occupations that may or may not cross industries; • convene multiple employers from the specific industry sector; • validate labor market data and projections with employers; • identify common skills and credentials required by the industry; • design education and training programs to address skills needs, including the development of sector-based career pathways; • include workforce intermediaries or industry associations; and • support workers gaining the skills and competencies necessary for entry into good jobs.

Sector strategies are the backbone of a regional workforce partnership, aligning industry workforce systems, training programs, and employers.

Under this FOA, projects must identify sector-based activities that will lead to and support regional economic growth and respond to the current and future needs of workers; develop or strengthen systems and structures that will be sustainable and responsive to changes in the local economy; remove silos and minimize duplication within a region; and, develop or strengthen workforce strategies to enhance and sustain the region’s education and training along sector-based career pathways, providing workers with the skills needed for employment in middle- to high-skilled employment in H-1B industries and occupations.

To the extent possible, applicants should align their strategies with other workforce activities, particularly the WIOA regional planning and training activities and other regional economic development initiatives, including the Comprehensive Economic Development Strategy (CEDS), or other state or local economic development strategies.

The CEDS contribute to effective economic development in America’s communities and regions through a locally-based, regionally-driven economic development planning process. 2.

Sector-based Career Pathways Under this FOA, training along a career pathway may start with entry-level occupations, but must lead to employment in middle- and high-skilled positions in H-1B industries and occupations that align with the regional sector strategy(ies).

In addition, projects must include viable ways for each participant to pursue a career pathway that may include paid work-based learning models such as Registered Apprenticeships, On-the-Job Training, paid work experience or paid internships, or postsecondary degree or certificate programs that are appropriately matched to the participant’s individual needs > 12 Human-centered design and customer-centered methodologies are approaches to systems design that consider usability and particularly, the needs and limitations of a system’s users and/ or customers.

and skills requirements of the intended occupation of employment. Individual assessments provided by staff, such as career counselors, should include determining a customized sector-based career pathway to employment, career preparation as well as adequate training that will lead to the identified employment, and stackable and portable industry-recognized credentials, where appropriate.

Career pathways must be sector-focused and incorporate the needs and hiring opportunities of employers within a specific industry sector, and provide planned and sequenced coursework, training, or work experience that leads to attainment of industry-recognized skills and credentials.

The involvement of employers in the design of career pathways ensures that training prepares workers for a range of occupations along a career pathway of the industry sector, making participants more employable and giving businesses a stronger workforce pool.

Projects must develop career plans for participants that will help each participant navigate and assess their various career pathway options within a specific sector strategy, including identifying skills and competencies needed for those occupations, and describing how the education and training provided will assist individuals in moving along a career pathway within the targeted industry sector.

Career Pathway programs integrate academic and occupational skills training aligned with employer validated work readiness standards and competencies. The clear sequence of coursework and/or credentials allows progression through a variety of post-secondary credentials that demonstrate marketable skills in various occupations in a particular industry sector.

For a full description of Career Pathways please refer to Appendix A, “Definition of Terms.

” Based on individual assessments, projects should provide strategies for placing individuals into training interventions that align with one or more of the following three strategies that also include participant supportive services, as appropriate: a) Short-term or Accelerated Training : This strategy is intended to serve participants who need intensive training resulting in a degree or industry-recognized credential and that improves skills and competencies needed to refresh or upgrade their skills and to obtain employment in middle- and high-skilled jobs in targeted H-1B industry(ies) and occupation(s).

The Department encourages applicants to consider accelerated or intensive competency-based training options that will rapidly train participants efficiently and effectively so they are ready for direct entry into employment. This strategy should aim to shorten the length of time to program completion, credential attainment, and reemployment, where appropriate.

Projects may include: • Integrated employment and training programs that combine academic skills with occupational skills training to enable individuals to acquire skills at a faster pace; • Competency-based education and training programs designed to give participants credit for skills already developed and allows participants to move through coursework based on the mastery of a set of skills; and/or • Online course work, or distance learning modules, that builds work-based skills and competencies and results in industry-recognized credentials or college credit toward a stackable credential.

b) Longer-term Intensive Training : This strategy is intended to serve participants who need more intensive training that results in a degree or credential to gain new knowledge, skills and competencies, supporting their progression along a career 11 pathway and placement into middle- and high-skilled employment in H-1B industries and occupations upon program completion.

Training through this approach should include a combination of rigorous and high-quality education, training, and other services that provide participants with a sequence of education and training courses or career options that allow opportunities for professional growth and upward mobility.

c) Upskilling Incumbent Workers : This strategy is intended to serve incumbent workers (refer to Appendix A for a definition of incumbent workers) in need of training that will lead to career advancement within the same H-1B industry. Up to 25 percent of individuals served through America’s Promise programs may be incumbent workers who are eligible participants as defined in section III. G.

3, Eligible Participants. The purpose of this effort is to provide additional skills and credentials for workers to advance in their careers and to assist employers in strengthening the skills of their existing workforce.

Applicants that propose to serve incumbent workers must work with employer(s) and employer partners to develop individual skill advancement training that is designed to fill existing or projected job vacancies in middle- to high-skilled positions.

As such, we encourage you to work with employer partners to develop plans to create career pathways towards middle- and high-skill jobs for workers by using incumbent worker training to move existing workers into higher-skill jobs in H-1B industries and occupations. This activity may also include customized training, for particular employers or groups of employers.

Applicants proposing incumbent worker training will also need to demonstrate strategies for how they will: • Collaborate with employers and/or training providers in identifying skill advancement strategies; and • Set goals for each incumbent worker training participant for achieving outcomes such as credential attainment, skills gains, job retention, career advancement, and wage gains.

Within these training strategies, employment and training activities can include a variety of types of training within a sector-based career pathway, allowing participants to obtain the skills, competencies, and credentials necessary to gain or advance in employment in middle- to high-skilled H-1B industries and occupations through tuition-free training. Types of Training Activities: i.

Registered Apprenticeships Registered Apprenticeship programs combine job-related technical instruction with structured on-the-job learning experiences. Registered Apprenticeships are innovative work-based learning and post-secondary “earn-and-learn” models that meet national standards for registration with the U.S. Department of Labor or federally recognized State Apprenticeship Agencies (SAAs).

Most Registered Apprenticeship programs include on-the-job training and classroom instruction, including in the community and technical college setting, which is provided through apprenticeship training centers, labor management partnerships, technical schools, community colleges, and even distance learning.

Often Registered Apprenticeship sponsors work directly with community colleges that ultimately provide college credit for Registered Apprenticeships. 21 st century apprenticeship approaches are flexible and can be easily customized to meet the needs of the employer and apprentice.

Apprentices are hired and earn a wage upon registration, and receive progressive wages commensurate with their skill attainment throughout the training program. 12 After completion of a Registered Apprenticeship program, the apprentice earns a nationally recognized credential from the Department of Labor that is portable and stackable.

Registered Apprenticeship training is distinguished from other types of workplace training by several factors: (1) participants who are newly hired (or already employed) earn wages from employers during training; (2) programs must meet national standards for registration with the U.S. Department of Labor (or federally-recognized SAAs); (3) programs provide on-the-job learning and job-related technical instruction; (4) on-the-job learning is conducted in the work setting under the direction of one or more of the employer’s personnel; and 5) training results in an industry-recognized credential and/or college credit.

ii. On-the-Job Training (OJT) OJT can bridge the divide between unemployment and employment by addressing gaps in an individual’s skills and what is required for a particular occupation. Individuals who participated in OJT in the past have demonstrated improved labor market attachment and enhanced job tenure, as illustrated by higher rates of job placement and retention.

OJT also offers participants a “learn and earn” training option, allowing individuals to learn new skills while earning a regular paycheck.

OJT is distinguished from other types of workplace training, including customized training, in several ways: (1) participants are hired and earn wages from employers during training; (2) it is based on an individualized training plan that reflects the results of an individual skills assessment and analysis of job requirements; (3) training is conducted in the workplace under the direction of one or more of the employer’s supervisory personnel; and (4) the grantee pays the employer a reimbursement to cover the extraordinary costs of the training.

Under this FOA, OJT has specific requirements which are detailed in Section IV. E, Funding Restrictions. Incumbent workers are not eligible to participate in OJT.

iii. Paid Work Experience Work experience is defined as a planned and structured learning experience that takes place in a workplace for a limited period of time. For the purposes of this FOA, work experiences are required to be paid work experiences.

The specific requirements of these paid work experience are detailed in Section IV. E, Funding Restrictions. Incumbent workers are not eligible to participate in paid work experience.

13 Internships provide a monitored or supervised work or service experience in an individual’s career field where he or she has intentional learning goals and reflects actively on what is learned throughout the experience. These learning goals can include: academic learning, career development, and skill development.

Internships are part of a structured program where the grantee establishes the criteria for determining who will participate in these programs; are for a set period of time that is generally limited in duration, but may be flexible to allow interns to spend limited time in the classroom; support the attainment of credentials in the individual’s expected career field (where such credentials exist); relate to training provided through the grant and help participants prepare for employment opportunities on which the grant focuses; and, do not necessarily carry an offer of regular employment upon successful completion of the internship.

For the purposes of this FOA, internships are required to be paid internships. Under this FOA, paid internships have specific requirements which are detailed in Section IV. E, Funding Restrictions.

Incumbent workers are not eligible to participate in paid internships. v.

Classroom, Competency- and Technology-based Training Strategies In addition to the types of work-based training previously listed, a variety of other types of training strategies may include but are not limited to: classroom occupational training that is accelerated and contextualized, including in the community and technical college settings; distance learning and technology-based learning; and accelerated and competency-based training.

Accelerated and competency-based training strategies can rapidly train participants efficiently and effectively for employment.

They can include competency-based programs that give participants credit for skills they have already developed and allow participants to move through coursework based on mastery of skills or online programs that prepare those with little technical know-how for jobs in middle- to high-skill and high-growth jobs in H-1B industries and occupations.

All grant-funded training is required to lead to industry-recognized credentials, degrees, or portfolios (see Appendix A) that align with the skills