Legislature(2021 - 2022)BARNES 124
03/15/2021 06:30 PM House LABOR & COMMERCE
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| Audio | Topic |
|---|---|
| Start | |
| HB100 | |
| HB132 | |
| HB45 | |
| Confirmation Hearing(s):|| Alaska Workers' Compensation Board|| Board of Chiropractic Examiners | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | HB 100 | TELECONFERENCED | |
| *+ | HB 132 | TELECONFERENCED | |
| += | HB 45 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
HB 100-EXTEND WORKFORCE INVEST BOARD ALLOCATIONS
6:54:45 PM
CO-CHAIR SPOHNHOLZ announced that the first order of business
would be HOUSE BILL NO. 100, "An Act relating to allocations of
funding for the Alaska Workforce Investment Board; and providing
for an effective date."
6:56:11 PM
REPRESENTATIVE ADAM WOOL, Alaska State Legislature, as prime
sponsor, introduced HB 100. He specified that HB 100 would
reauthorize the Technical Vocational Education Program (TVEP)
for another three years until 2024. He explained that TVEP was
established in 2000 to utilize 0.16 percent of unemployment
charge receipts to provide grants to career and technical
education providers across the state. In the past the program
has distributed an average of about $12 million. The program
impacts thousands of students by offering industry specific
training opportunities that help Alaskans get the work in
industries such as fishing, mining, aviation, health care, and
others. Program recipients include the University of Alaska,
the Alaska Vocational Technical Center, the Alaska Technical
Center, and Ilisagvik College on the North Slope. This list has
been unchanged since 2014. He noted that because the [Labor &
Workforce Development] Finance Subcommittee recently went over
this, some of the newer committee members who didn't hear the
bill last year have now heard some of it.
6:58:13 PM
ASHLEY CARRICK, Staff, Representative Adam Wool, Alaska State
Legislature, on behalf of Representative Wool, sponsor of HB
100, provided a PowerPoint presentation titled "Technical
Vocational Education Program (TVEP) Re-Authorization, House Bill
100." She reiterated Representative Wool's statement regarding
the [subcommittee] having talked a bit about the TVEP program
from the Department of Labor & Workforce Development's side of
things during the Labor & Workforce Development Finance
Subcommittee meeting last week. She said today will be an
overview of the program, primarily regarding its impact and what
the program actually does for the recipients.
MS. CARRICK began with slide 2, "TVEP Program History." She
stated that TVEP was established under AS 23.15.830 and TVEP was
created in 2000. This program provides noncompetitive grant
assistance to education entities in Alaska that are delivering
specific vocational and technical training across the state. In
2014, she continued, the legislature increased the amount of
funds used for TVEP from 0.15 percent of unemployment insurance
receipts to the current amount of 0.16 percent. She said HB 100
would provide reauthorization until fiscal year 2024 (FY 24).
MS. CARRICK addressed slide 3, "Types of Training TVEP
Recipients Offer." She said some of the training offered by
TVEP recipients includes aviation, fisheries, and construction,
industries thought of as being technical and vocational
training. Also included is training in renewable energy, health
care, information technology, and others.
MS. CARRICK turned to slide 4, "How TVEP Funding Gets
Distributed." She said the main takeaway from the chart on this
slide is that the 0.16 percent for TVEP is allocated from the
unemployment insurance (UI) taxable wage base. Each year's
allocation to recipients is set by statute.
MS. CARRICK moved to slide 5, "TVEP Recipients Over Time." She
pointed out that TVEP recipients have changed over time. When
the program was first introduced in 2000 the three recipients
were the University of Alaska, Kotzebue Training Center, and
Alaska Vocational Technical Center. Added in 2001 was the
Galena Project Education Training Center, eventually called the
Galena Interior Learning Academy. Added in 2004 were the
Southwest Alaska Vocational Education Center and the Yuut
Elitnaurviat, Inc., People's Learning Center.
MS. CARRICK displayed slide 6 and continued her review of the
TVEP recipients over time. She said four new recipients were
added in 2008: Partners for Progress Delta, Amundsen Educational
Center, Northwestern Alaska Career and Technical Center, and the
University of Alaska Southeast (UAS). The contribution to UAS,
she noted, was for a brief period, partially because UAS is
actually in the Community Campus System.
7:02:35 PM
MS. CARRICK showed slide 7, "Current TVEP Recipients." She
specified that the current TVEP recipients were reauthorized in
2014, which was when Ilisagvik College was added for a 5 percent
allocation. The program was reauthorized in 2017 with the same
10 recipients. She noted that the location of the recipients is
provided on the left-hand side of the slide and shows that they
cover a wide range of Alaska's regions. She highlighted that
the University of Alaska distributes its 45 percent allocation
statewide.
MS. CARRICK discussed slide 8, "TVEP Distributions." She noted
that the FY 21 governor's amended distribution is what
recipients expected to receive last year when the initial
distribution list was put out. The red column, she continued,
is the FY 21 COVID revised distribution, which was revised in
June 2020 and was based on the draw from unemployment, so the
0.16 percent was impacted. The blue column was updated 1/11/21
and reflects a trend upward in the FY 21 numbers; it is what
recipients will ultimately have received for FY 21 if the
supplemental budget passes this year. The far-right column is
the proposed FY 22 distribution, which was revised on 3/11/21,
not 3/11/20 as depicted on the slide. This is what recipients
should be able to expect this coming fiscal year should the
program be reauthorized.
7:04:11 PM
REPRESENTATIVE KAUFMAN stated that the years and numbers are
different in his committee packet than what are on the slides
being presented.
MS. CARRICK replied that there was an update to that chart and
to the presentation, which she will get to him.
REPRESENTATIVE MCCARTY asked what the number of employees is
each year that this calculation is based on.
MS. CARRICK deferred to [the Department of Labor & Workforce
Development] to answer the question.
7:05:47 PM
PATSY WESTCOTT, Director, Division of Employment and Training
Services, Department of Labor & Workforce Development, replied
she doesn't have the number of employees in front of her at this
time, but said she would get back to the committee with that
specific information.
CO-CHAIR SPOHNHOLZ inquired whether Representative McCarty is
asking about the total number of workers in the state of Alaska.
REPRESENTATIVE MCCARTY agreed that that is what he is asking.
He said 2020 saw a very significant reduction in workers in
Alaska with about 40,000 people, he believed, on unemployment.
With that in mind, he asked what the FY 22 numbers might look
like and when those numbers will be known.
MS. WESCOTT confirmed that a decline was seen in the amount that
was collected for TVEP from state FY 20 and what the department
estimates state FY 21 to be as a result of the pandemic and the
layoffs. She said the estimated difference is a decline of
about 15.2 percent. The state FY 20 allocation for TVEP was
slightly over $13.1 million, and the estimated allocation for
state FY 21 is about $11.1 million. So, she continued, a
decline of about $2 million in the revenues collected
specifically for TVEP, which is a direct result of the impact of
the pandemic and the subsequent shutdowns and layoffs. For
state FY 22, the estimate is an increase to $12.1 million. As
for the number of employees, she said she would get back to the
committee with an answer.
7:09:37 PM
MS. CARRICK concluded her presentation by stating that the
sponsor's office is available to answer any questions. She
noted that the Department of Labor & Workforce Development has
worked closely with the sponsor on helping with understanding
the numbers for the current distribution as well as last year
being a unique situation.
CO-CHAIR SPOHNHOLZ invited Ms. Teri Cothren to provide her
presentation on HB 100.
7:10:29 PM
TERI COTHREN, Associate Vice President, Workforce Development,
University of Alaska (UA), provided a PowerPoint presentation
titled "University of Alaska, Technical Vocational Education
Program," dated 3/15/21, and supported reauthorization of TVEP.
She began by thanking the co-chairs for providing this
opportunity to speak about this important funding source to the
university. She further thanked Representative Wool for
sponsoring and introducing HB 100. She displayed slide 1 and
said her presentation would provide: an overview of how the
university as one of the TVEP recipients utilizes this funding
source, some examples of how TVEP supports key industries in
Alaska, and the types of graduate outcomes that are produced.
MS. COTHREN moved to slide 2, "UA is the largest and most
comprehensive workforce provider in Alaska," and stated that the
University of Alaska is Alaska's system for higher education and
includes three separately accredited universities that have
distinct missions and are also responsible for the community
college mission through 13 community campuses. All combined, it
is the most comprehensive workforce provider in the state. The
university's programs range from short-term career and technical
education certificates all the way to doctorate degrees, and
many of these programs are available statewide.
MS. COTHREN turned to slide 3, "UA TVEP Process," and explained
that as a TVEP recipient the university utilizes its funds as a
single allocation with the UA system. She related that
administration of the program is through a competitive request
for proposals (RFP) or grant process by the UA Workforce
Development Committee that includes representatives from each
university and the Alaska Workforce Investment Board executive
director. The funding is distributed as a result of process
that is inclusive of all campuses and programs in the UA system
that meets the funding priorities listed on the slide: [aligned
with TVEP statutes, responsive to industry, strategic one-time
infrastructure/equipment investments, develops and enhances
partnerships]. This process supports collaboration and
leveraging resources to increase efficiencies across the
university and the state, while also maintaining flexibility to
be responsive to industry and regional workforce needs.
7:12:30 PM
MS. COTHREN discussed the two pie charts depicted on slide 4,
"UA FY20 TVEP $5.6M Funding Distribution." She stated that the
FY 20 UA TVEP allocation supports high priority industries in
Alaska as depicted in the left chart, from oil and gas and
mining, along with fisheries, maritime, and health, to name a
few. As depicted in the right chart, funding is distributed
across all six economic regions of the state.
MS. COTHREN drew attention to slide 5, "UA TVEP FY20 Outcomes."
She specified that TVEP served over 4,300 students in FY 20.
She explained that the following slides would provide specific
examples of how TVEP supports UA's ability to be responsive to
Alaska's high-demand industries. She noted that for every
example given there are many more that could be shared across
these programs and campuses. She further noted that while TVEP
is a critical funding source, it is not the only funding the
university invests to address the workforce needs of these
industries.
MS. COTHREN showed slide 6, "Oil & Gas," and reported that the
Department of Labor and Workforce Development, Research and
Analysis, projects that while the pandemic has slowed some
employment growth in the oil and gas sector, long-term growth is
still likely. She said TVEP investments that help meet oil and
gas workforce demand and benefit this industry are expanded
access to fabrication and 3D printing to over 50 engineering
students annually for hands-on projects, and access to over 600
K-12 students during the summer for career exploration. The
university leases shop and classroom space at the Fairbanks
Pipeline Training Center to provide University of Alaska
Fairbanks (UAF) process tech students with the opportunity to
work on state-of-the-art equipment. Also, the university
invests in well-controlled training that helps the industry to
meet safety requirements to prevent blowouts and promotes safe
drilling practices.
MS. COTHREN continued with slide 6. Regarding graduate
employment outcomes, she said that this past year the university
partnered with Research and Analysis to develop workforce
reports that demonstrate graduate outcomes across nine key
industries. The graduate employment data in this presentation,
she continued, are from those reports. She drew attention to
the three program areas highlighted on the slide that are in
high demand and important to the oil and gas industry
[engineering, process tech, welding]. For example, she
reported, 90 percent of the process tech graduates find work
within a year of graduating and have impressively high earnings,
nearly $74,000 within their first year and more than $130,000 by
their fifth year. It was also found that 93.5 percent of
working graduates are Alaska residents compared to 70.9 percent
for all oil and gas workers.
7:15:34 PM
CO-CHAIR SPOHNHOLZ requested Ms. Cothren to give examples of a
process tech degree and a process tech career.
MS. COTHREN replied that the actual name is "Process Tech
Degree" and it has occupational endorsements that are short term
and all the way to a two-year associate degree. Many of those
graduates work directly in the oil and gas industry, she said,
for example at some of the Trans-Alaska Pipeline pump stations.
CO-CHAIR SPOHNHOLZ asked what a process tech does.
MS. COTHREN responded by saying, "Imagine a lot of levers and
pipes, and it's about moving those through and managing the
pressure levels and keeping things flowing." Responding further
to Co-Chair Spohnholz, she confirmed there are a lot of process
techs working on the pipeline.
CO-CHAIR SPOHNHOLZ invited Representative Kaufman to elaborate
on the aforementioned.
REPRESENTATIVE KAUFMAN said it's all the things that a person
must do to maintain control of the process. In a typical
process there is everything from pressure, flow rates,
temperature, he explained. Someone helping to control that is
engaging in manipulating the various control devices, many of
which are now automated, so a process tech is dealing with that
and keeping the process running.
7:18:19 PM
REPRESENTATIVE MCCARTY requested Ms. Cothren to differentiate
between degree and certification.
MS. COTHREN answered that occupational endorsement certification
(OEC) is often a year or less, and a degree is the next level up
of a certificate or Associates degree.
REPRESENTATIVE MCCARTY inquired whether Ms. Cothren is also
referring to a bachelor's degree or higher.
MS. COTHREN replied correct. She explained that an OEC would be
the first step in any of the university's degree pathways. The
next step would be a certificate, then Associates degree, then
Bachelor's degree, and then on to a graduate program.
REPRESENTATIVE MCCARTY asked about the percentages of where
students are ending their training; for example, what the
percentages are for students earning a bachelor's degree, an
associate's degree, and so on.
MS. COTHREN responded she would get that information to the
committee.
CO-CHAIR SPOHNHOLZ interjected that the university absolutely
tracks all that information.
7:19:54 PM
MS. COTHREN resumed her presentation. She displayed slide 7,
"Health," and said the Department of Labor and Workforce
Development, Research and Analysis, projects that the health
care sector, an already large industry, will grow at twice the
rate of the economy overall by 2028. To help meet the needs in
health care, she stated, TVEP investments have contributed to
upgrades in technology that are shared across health programs.
These investments have also contributed to program development
or expansion in both urban and rural communities, including
expanded access to nursing programs through distance delivery.
In addition, TVEP investment has contributed to an expansion of
hands-on experience through community and practicum placement of
UA health science students that enhances the students'
educational experience, connects them with industry partners for
employment opportunities, and increases their competitiveness
for graduate programs in high demand health careers such as
pharmacy and physician assistants.
MS. COTHREN continued addressing slide 7. She said the graduate
employment outcomes highlight three program areas that are
important to the health care industry [certified nurse aide,
dental assistant, nursing]. The Certified Nurse Aide (CNA) can
be completed in six weeks, providing a short path to employment.
This also provides a pathway to continue towards a nursing
degree that could increase the student's earning potential from
$33,000 to over $50,000, and nearly $70,000 with five years of
experience. Out of the 31 clinical health programs listed in
the Health Workforce Report, more than 82 percent are working in
Alaska within a year of graduating.
MS. COTHREN presented slide 8, "Aviation," and related that
Research and Analysis projects a decline of less than 2 percent
in jobs in the aviation sector, but vacancies will continue
within the 6,000-plus jobs needed by 2028. She said the TVEP
investments benefitting the aviation industry include equipment
and technology upgrades, along with the development of distance
delivery aviation maintenance instruction. Online instruction
provides students in remote locations around Alaska with access
to the foundational knowledge required to become certified as a
Federal Aviation Administration mechanic.
MS. COTHREN continued speaking to slide 8. She pointed out that
the graduate employment outcomes show strong wage growth - a
jump of nearly 40 percent by year five for aviation maintenance
graduates and 53 percent wage growth for those in aviation
administration. As it takes time for pilots to earn their
different ratings, the university anticipates a larger wage
growth over time; for example, commercial pilots with experience
have an earning potential of $89,000 and beyond as they gain
more experience.
7:22:46 PM
MS. COTHREN moved to slide 9, "Aviation Simulation Equipment,"
and noted that the three photos show examples of TVEP aviation
investment in equipment upgrades. She said the top left photo
is a professional piloting student practicing instrument flying
in one of the two Redbird simulators that TVEP helped fund at
the University of Alaska Anchorage (UAA) Aviation Technology
Center. The top right photo is of a student and instructor
approaching Merrill Field to land in one of the TVEP funded
aircraft in UAA's professional piloting program. Regarding the
bottom photo, she stated that TVEP helped upgrade the air
traffic control technology that provides students cutting edge
experience to prepare them for the rigorous four-month-long
certification test at the Federal Aviation Administration's
facility in Oklahoma City.
MS. COTHREN proceeded to slide 10, "Mining," and specified that
the Department of Labor and Workforce Development, Research and
Analysis, projects the mining industry to grow by 28 percent by
2028. To help meet the workforce needs in mining, TVEP
investments have contributed to the delivery of hard skills mine
training camps at the only all-encompassing underground and
surface mine training camp in the world through UAF's Mining and
Petroleum Training Service. Also, TVEP investment has supported
several upgrades to equipment.
MS. COTHREN continued addressing slide 10. She related that the
graduate employment outcomes highlight three program areas
important to the mining industry: mining operators, [power
technology], and geological sciences. The graduate outcomes for
the 44 programs evaluated in mining showed an average of 92.7
percent of working graduates are Alaska residents compared to
65.3 percent for all mining workers. The data clearly shows
that hiring UA graduates significantly boosts the Alaska
residency rate within the mining industry. On average, fifth
year wages are higher than the average Alaska wage of nearly
$60,000. Looking at the wage outcomes from all 44 programs in
the mining report, on average the wages exceed $104,000 by the
fifth year of employment.
7:25:10 PM
MS. COTHREN moved to slide 11, "Fisheries, Seafood & Maritime."
According to Research and Analysis, she said, by 2028 fisheries
is expected to grow by 8 percent, seafood by 37.2 percent, and
the maritime industry is projected to decrease by 1 percent. To
help meet the workforce needs of these industries, TVEP
investments have contributed to partnering with industry to
train seafood processors for direct employment, maritime program
development and expansion aligning to industry standards, and
upgrading Ketchikan campus's maritime bridge simulator to a
state-of-the-art whole mission simulator.
MS. COTHREN continued with slide 11. Regarding the graduate
employment outcomes, she shared that, overall, in the past 10
years the fisheries programs have produced 975 graduates for
jobs in fisheries, marine biology, oceanography, and natural
resource management. On average, 94.1 percent of the working
graduates are Alaska residents compared to 66.3 percent for all
workers in fisheries and marine science.
MS. COTHREN explained that the photo on slide 12, "Maritime
Bridge Simulator and Student Success," is of the full-mission
simulator in the UAS Ketchikan Maritime Training Center. She
said the quote on the slide is a Facebook post by a current
student who had just completed her U.S. Coast Guard class. In
her post she points out the capabilities of the new simulator
being able to provide a variety of hands-on experiences.
MS. COTHREN spoke to slide 13, "Information Technology." She
stated that TVEP investments to support the workforce needs of
the information technology (IT) industry include computer lab
upgrades to provide virtual or remote access to increase
students' hands-on experience, and revamp curriculum to meet
industry needs and enhance employment in high demand IT
occupations. Regarding graduate employment outcomes, she stated
that more than 80 percent of computer and networking technology
graduates work in Alaska one year following graduation. Because
IT occupations support many industries across the state, she
said it was interesting to find that 44 percent of the graduates
are working in the public administration sector.
MS. COTHREN displayed slide 14, "IT Student Success," and
related the success story of UAF Community & Technical College
(CTC) IT Specialist Program graduate Stephanie Harvey. Ms.
Harvey is now an IT Specialist instructor for the program and
recently received industry recognition for her work by Cisco.
7:30:08 PM
MS. COTHREN turned to slide 15, "Construction," and specified
that the Department of Labor and Workforce Development, Research
and Analysis, projects the construction industry to grow by 10.7
percent by 2028. To help meet the construction industry's
workforce needs, TVEP investments have contributed to updating
the apprenticeship technology degrees for UAA's Community &
Technical College to be more accessible through online delivery.
Also, TVEP has supported upgrades in equipment and helped fund
hands-on training through the UAS Construction Program which
partners with the Juneau Housing Trust and the Juneau School
District to design and construct homes for low-income families
in the Juneau area.
MS. COTHREN continued with slide 15 and stated that the graduate
employment outcomes highlighted in the construction report
include [carpentry, civil engineering, and construction
management]. Over the past 10 years, she said, nearly 2,000
graduates have been trained in programs leading to employment in
carpentry, heavy truck and equipment driving, construction
management, welding, civil engineering, and surveying. The
average wages are $70,000 within five years of graduation.
MS. COTHREN proceeded to slide 16, "Construction Student
Success," and shared the story of Jessica Senter, who graduated
in 2020 with a B.S. in Construction Management from UAA. She
related that Ms. Senter started her job as an assistant project
manager the semester prior to graduation.
MS. COTHREN moved to slide 17 and concluded her presentation by
stating that the University of Alaska strongly supports the
reauthorization of TVEP (HB 100) to provide a stable funding
source to address Alaska's workforce needs. Specific to the
current time, she said, TVEP is critical in helping support
Alaska's economic recovery. As seen by the examples she
provided, TVEP funds short-term career and technical education
programs which serve the workforce needs of Alaska's key
industries and will help re-skill and up-skill Alaskan's who
have been displaced by the pandemic. Reauthorizing TVEP for at
least three years will provide some of the stability needed to
train Alaskans for jobs in Alaska and get them back to work as
quickly as possible.
7:32:51 PM
REPRESENTATIVE KAUFMAN inquired about the process for deciding
which training to provide.
MS. COTHREN replied that part of it is looking at labor market
information, such as some of the data she just reviewed, and
looking at the workforce demand analysis that the Department of
Labor & Workforce Development provides. The other part, she
continued, is having local and regional conversations and
partnerships with industry to ensure the university is meeting
industry's workforce needs.
7:33:59 PM
CO-CHAIR SPOHNHOLZ noted that the percentage of TVEP funds that
have gone to the university has decreased from a peak of 63
percent in 2001 to about 45 percent now. She asked how this has
impacted the university's allocation of TVEP funds and what the
university has been able to do with those funds.
MS. COTHREN responded that with funding the university can train
more students and the university has made use of those dollars
as most efficiently as it can. As funding has declined through
the years the university has continued to try to find as many
efficiencies to preserve the programs directly to serve as many
of the students as it can. More funding certainly helps. The
university partners with many of the other TVEP recipients, and
it's important to provide that current type of education funding
throughout the state to have access to training for as many
students as possible.
CO-CHAIR SPOHNHOLZ pointed out that the TVEP funds also leverage
many other funds that the university is able to attract. She
explained that in each of the program areas highlighted today,
the university raises hundreds of thousands or many millions of
dollars every year in private sector investment directly into
these programs because the private sector also recognizes the
value of these programs. One of the largest allocations within
the university's use of TVEP funds is for health careers, which
has been one of the high demand growth fields in Alaska for a
very long time, but the health sector has also been a very large
investor in health education. For example, Alaska hospitals
have invested in nursing education and that has leveraged the
TVEP funds. It all comes together to ensure that Alaska has the
nurses, physician's assistants, and dental hygienists that the
state needs to ensure its residents are healthy.
CO-CHAIR SPOHNHOLZ noted that currently the smallest allocation
is to the IT section, which is a new addition in TVEP allocation
within the university. She requested Ms. Cothren to speak to
how long the university has been doing that and where it might
go in the future.
MS. COTHREN answered that IT is a high-demand area that the
university wants to support and has been supporting through TVEP
funding throughout the years. The smaller allocation isn't
necessarily by total design, she noted. The university has its
internal competitive process and is dependent on those proposals
being submitted internally. She said TVEP is one source of
funding, and other university funds are being directed towards
these workforce programs. It just might be that IT is utilizing
other sources and partnering with industry differently to
address those needs.
CO-CHAIR SPOHNHOLZ shared that the computer science program at
UAA is small when compared to other programs. But, she
continued, given the way things are moving it could be imagined
there might be some job growth in that area eventually,
providing opportunity as Alaska diversifies its economy.
7:38:18 PM
REPRESENTATIVE SCHRAGE inquired whether any of these programs
are accessible off campus or whether they all require an in-
person presence; for example, whether the IT program is
accessible from the Bristol Bay campus.
MS. COTHREN replied yes, many of the university's programs are
accessible online, particularly now with the pandemic. She said
that historically the university's career and technical
education programs have been much more hands-on, but creative
ways have been found to deliver online. For example, the Kenai
Peninsula College through UAA used to have two locations of
delivery for the process tech program one in Anchorage and one
in Kenai. Some efficiency was found by moving the program and
having many classes available online, effectively providing
delivery from Kenai and providing more students with access to
that program. Creative and flexible lab schedules were provided
for students to come obtain their hands-on experience in Kenai.
7:40:01 PM
REPRESENTATIVE MCCARTY referred to the Technical and Vocational
Education Program Report for [state fiscal year] 2020 and
requested an explanation of the last two columns in the chart on
page 6.
7:41:22 PM
LOUISE DEAN, Executive Director, Alaska Workforce Investment
Board, Department of Labor and Workforce Development (DOLWD),
responded that the TVEP recipients provide this information to
the department and to Research and Analysis so that the report
can be prepared. She allowed that the way it is reported is a
bit confusing. She explained there is a measurement 1-12 months
after exit, so the percentages show the number of participants
who exited that are employed one year after exit. The
percentages change as the length of time changes, such as 6
months, 7 months, or 12 months.
CO-CHAIR SPOHNHOLZ stated that this is somewhat of a comparison
of apples to oranges because some of these programs are high
school programs and others are post-secondary, which accounts
for some of the difference in terms of the employment numbers.
7:43:41 PM
REPRESENTATIVE MCCARTY remarked that being able to differentiate
between a high school student, certification student, and degree
student would be helpful. He then noted, as examples, the
figures of $80,000 for Partners for Progress and $30,000 for UA
and inquired about these numbers.
MS. DEAN answered that she would get the information and provide
it to the committee.
CO-CHAIR SPOHNHOLZ clarified that the TVEP money goes to the
institutions, not the students. She explained that the numbers
cited by Representative McCarty are the per pupil numbers - the
amount of funds provided to the program divided by the number of
students in that program. For programs with a smaller number of
students, the per-pupil investment from TVEP is much higher.
REPRESENTATIVE MCCARTY observed the current formula for the
percent of TVEP money received by each institution. He inquired
about rearranging the percentages so that those institutions
good at performing would get more TVEP money.
CO-CHAIR SPOHNHOLZ replied, "That is why we are here."
7:45:54 PM
MS. CARRICK responded further to Representative McCarty's
question. She drew attention to the Galena Interior Learning
Academy and its median wage after exit and pointed out that this
program serves a lot of high school students compared to the
university or to Ilisagvik College, which is geared more towards
adults in the community. These numbers have weight and merit,
she continued, but in addition they are somewhat correlational
in the sense that TVEP makes up different proportions of each
program's total ability to provide education. For example, for
the University of Alaska, TVEP provides a different proportion
of funding for different programs in different parts of the
state; the same is true for some of the other institutions. For
some of the smaller institutions TVEP funding makes up a very
large portion of the funds they receive overall for technical
education; for others it makes up a smaller percentage.
REPRESENTATIVE MCCARTY stated it would be helpful to see the
differentiation of where the students are from because in just
looking at the figures it appears that there needs to be a
realignment of the percentages.
7:47:30 PM
REPRESENTATIVE SCHRAGE suggested that one thing which may be
causing some of the disparity in wages for those that graduate
these programs is that some of the programs are more specialized
than others. The university offers a wide range of degree
programs, he said, while some institutions offer just programs
that typically have a high wage upon exiting the programs.
REPRESENTATIVE WOOL noted that the Partners for Progress Delta,
[whose graduates earn $80,000 in wages], seems to be the anomaly
that's much higher than the rest. While some are low, many are
in the $25,000-$40,000 range, he said, so he will look into
whether Delta is producing highly specialized graduates.
7:48:53 PM
CO-CHAIR SPOHNHOLZ stated that it is a very interesting and
important program in that it helps ensure that Alaskans are
getting hired in these high demand, high compensation careers.
Alaska needs people to be doing this work. It must also be
ensured that the state is making good use of its resources and
currently the amount of funds for TVEP is lower because
unemployment has been higher over the last 12 months, which is
going to create additional pressure moving forward. However, it
also underscores the importance of this program as people look
to make a shift in their career path as often happens when their
current career is interrupted. She thanked the sponsor for
introducing the bill.
[HB 100 was held over.}
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 132 v. B 3.10.21.PDF |
HL&C 3/15/2021 6:30:00 PM |
HB 132 |
| HB 45 Amendment #1.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 Sectional Analysis 2.24.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 Sponsor Statement 2.24.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 Version A.PDF |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 Presentation 3.2.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 Fiscal Note DOLWD-WC 1.22.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 - testimony received as of 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 background document- Division of Workers' Compensation- Effects of Covid 3.3.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 background document- Division of Workers' Compenstion- COVID-19 WC Year End Report Final 3.3.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 background document- NCCI- AK HB 45 Analysis 3.3.21.pdf |
HL&C 3/5/2021 3:15:00 PM HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 45 supporting document - research, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 45 |
| HB 100 v. A.PDF |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 supporting document - UA presentation.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 letters of support, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 supporting document - DOL AWIB Flow Chart.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 supporting document -TVEP Annual Report FY20.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 supporting document - UA Results Overview.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 FN - DOLWD-WIB, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 FN - DEED, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 FN - DOLWD-WD, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 100 FN - DOLWD-UI, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 100 |
| HB 132 FN DOR, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 132 |
| HB 132 FN DOLWD-WH, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 132 |
| HB 132 FN DOLWD-WIB, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 132 |
| HB 100 presentation, 3.13.21.pdf |
HL&C 3/15/2021 6:30:00 PM SFIN 5/14/2021 1:00:00 PM |
HB 100 |
| HB 132 Sectional Analysis v. B 3.12.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 132 |
| HB 132 Sponsor Statement 3.12.21.pdf |
HL&C 3/15/2021 6:30:00 PM SEDC 3/11/2022 9:00:00 AM |
HB 132 |
| HB 132 PowerPoint 3.12.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 132 |
| HB 132 Letter of Support - ASHNA 3.11.21.pdf |
HL&C 3/15/2021 6:30:00 PM SEDC 3/11/2022 9:00:00 AM |
HB 132 |
| HB 132 Letter of Support - Matsu Borough School District 2.24.21.pdf |
HL&C 3/15/2021 6:30:00 PM SEDC 3/11/2022 9:00:00 AM |
HB 132 |
| HB 100 UA Presentation 3.15.21.pdf |
HL&C 3/15/2021 6:30:00 PM HL&C 3/17/2021 5:45:00 PM SFIN 5/3/2021 9:00:00 AM SFIN 5/14/2021 1:00:00 PM |
HB 100 |
| HB 100 Bill Presentation 3.15.21.pdf |
HL&C 3/15/2021 6:30:00 PM HL&C 3/17/2021 5:45:00 PM |
HB 100 |
| HB 100 Supporting Document - FY22 Proposed Distribution 3.15.21.pdf |
HL&C 3/15/2021 6:30:00 PM HL&C 3/17/2021 5:45:00 PM |
HB 100 |
| HB 45 responses to House Labor and Commerce committee questions 3.15.21.pdf |
HL&C 3/15/2021 6:30:00 PM |
HB 45 |