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Effective execution of ambitious initiatives depends on starting with a clear program model and related policies, alongside sustained investment in systemic capacity and scaffolded support structures to improve realization and sustainability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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[http://doi.org/10.35847/ERoumell.CTodoran.FSalajan.2.2.16](http://doi.org/10.35847/ERoumell.CTodoran.FSalajan.2.2.16) |  |\n| --- | --- |\n|  | Research Article |\n\nA Framework for Capacity Building in Adult and Workforce Education Programming  \nElizabeth A. Roumell, Texas A&M University Corina Todoran, Loyola University New Orleans Florin D. Salajan, North Dakota State University  \nAbstract  \nRecent Workforce Innovation and Opportunity Act legislation in the United States has initiated increasingly complex and multi-tiered systems for program implementation in the adult learning, career training, and workforce development sectors. The paper presents a conceptual framework to assist in understanding capacity building for implementation of adult and workforce education programming. The framework synthesizes a number of policy models, dimensions, and definitions for program delivery and capacity building. A capacity building framework can be applied for conducting policy analysis, needs assessment, and evaluation to underscore how the execution of ambitious policy initiatives and the sustained use of effective practices in communities and institutions, is more likely to be effective if the implementation process begins with a clear understanding of the program model and policies themselves. It also assists in building an active investment in and intentional cultivation of systemic capacity for implementation. Efforts at executing new initiatives without attending to system-level development and scaffolding support structures are prone to ineffective realization and poor program sustainability.  \nKeywords: adult education, workforce education, WIOA, policy analysis, Career Pathways, implementation, capacity building  \nThe 2014 Workforce Innovation and Opportunity Act (WIOA) legislation carries with it many implications for the trajectory of adult and workforce education (AWE) in the United States (Brown & Holcomb, 2018). The intent of the progressive development of federal legislation and the national Career Pathways (CP) model has been to integrate workforce development and training with adult learning and literacy programs  \nthrough partnerships and by streamlining policy aims and outcomes. The impact of the WIOA and CP models on state-level workforce education policy, adult learning program implementation, and adult education practice in general cannot be understated (Uvin, 2018). The continued alignment of reporting and assessment requirements has also assigned additional responsibilities to program directors and adult  \nCorrespondence: [earoumell@tamu.edu](earoumell@tamu.edu)  \neducators requiring new professional skillsets and knowledge for effective program and curriculum implementation. However, such AWE mandatesand requirements often have not been matched with the additional resources and professional development necessary for effectively carrying them out (Ladinsky, 2017).  \nGiven the complexity of the AWE policy arena, where multiple federal agencies and state  \nlevel agencies are involved in developing and implementing educational policy for adult learners, and that the CP model is currently guiding a significant amount of program reform, we argue that a clear capacity building framework is necessary for conducting strategic policy and implementation analyses. A clear framework can be an important tool for both understanding AWE policy, as well as for identifying avenues of action and influence in practice and within the policy arena. We aim to accomplish two things in this article. First, we present a policy analysis framework centered on the notion of capacity building that can be used as a tool for making better sense of policy and its implementation. Second, we argue that a capacity building framework is critical when it comes to implementing adult-centered education programming in our current policy climate and context. We acknowledge that AWE programming varies dramatically f","cbCaifoAbMDepCcR","https://ap.wps.com/l/cbCaifoAbMDepCcR","pdf",269224,17,"English","# Abstract\n# Background: Implications of WIOA and Career Pathways\n## Policy, reporting, and professional development demands\n# Purpose and proposed framework\n## Two goals for the article\n# Development of capacity-building policy analysis\n## Historical overview and conceptual synthesis\n# Example initiative in Texas\n## Importance of system-level support structures","[{\"question\":\"What problem does the framework address in adult and workforce education programming?\",\"answer\":\"It addresses the challenge of implementing increasingly complex WIOA-aligned adult learning, career training, and workforce development programs without adequate system-level capacity and support structures.\"},{\"question\":\"How is the capacity building framework meant to be used?\",\"answer\":\"It can be used for policy analysis, needs assessment, and evaluation by clarifying the program model and the policies guiding implementation.\"},{\"question\":\"Why does the paper emphasize systemic capacity and scaffolding support structures?\",\"answer\":\"Efforts that start initiatives without system-level development and scaffolded support are more likely to produce ineffective implementation and poor program sustainability.\"}]","A Framework for Capacity Building in Adult and Workforce Education Programming | PDF",1792066098,43]