Bill Text: TX SB663 | 2021-2022 | 87th Legislature | Introduced
Bill Title: Relating to the development of and report on a tri-agency work-based learning strategic framework by the Texas Workforce Commission, the Texas Education Agency, and the Texas Higher Education Coordinating Board.
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Introduced - Dead) 2021-03-11 - Referred to Natural Resources & Economic Development [SB663 Detail]
Download: Texas-2021-SB663-Introduced.html
| 87R6590 KJE-D | ||
| By: Powell | S.B. No. 663 | |
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| relating to the development of and report on a tri-agency | ||
| work-based learning strategic framework by the Texas Workforce | ||
| Commission, the Texas Education Agency, and the Texas Higher | ||
| Education Coordinating Board. | ||
| BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: | ||
| SECTION 1. Subtitle B, Title 4, Labor Code, is amended by | ||
| adding Chapter 318 to read as follows: | ||
| CHAPTER 318. TRI-AGENCY WORK-BASED LEARNING STRATEGIC FRAMEWORK | ||
| Sec. 318.001. TRI-AGENCY WORK-BASED LEARNING STRATEGIC | ||
| FRAMEWORK. (a) The commission, the Texas Education Agency, and the | ||
| Texas Higher Education Coordinating Board jointly shall develop a | ||
| strategic framework to encourage work-based learning in this state. | ||
| Each agency shall appoint an existing agency employee to lead the | ||
| development of the framework. | ||
| (b) Not later than December 31, 2022, the commission, the | ||
| Texas Education Agency, and the Texas Higher Education Coordinating | ||
| Board jointly shall prepare and submit to the legislature a report | ||
| on the framework developed under Subsection (a). The report must: | ||
| (1) define "work-based learning opportunity" in a | ||
| comprehensive manner that includes a variety of high-quality and | ||
| rigorous work-based learning opportunities, such as youth | ||
| apprenticeships, internships, simulated workplaces, service | ||
| learning, and virtual workspaces; | ||
| (2) determine common language, definitions, and | ||
| quality standards to be used by each agency for work-based learning | ||
| opportunities that span secondary and postsecondary education; | ||
| (3) establish methods of identifying student and adult | ||
| learner skills and competencies that are aligned with industry | ||
| demand and talent needs, with a particular focus on high-demand, | ||
| high-growth industries that offer livable wages; | ||
| (4) align priorities, programs, and goals across the | ||
| agencies to ensure the development of cohesive work-based learning | ||
| strategies that strengthen workforce pipelines; | ||
| (5) identify strategies for the agencies to partner | ||
| with public primary and secondary schools, public institutions of | ||
| higher education, businesses, workforce organizations, and | ||
| relevant collaboratives to implement high-quality project-based | ||
| learning in middle and junior high school classrooms and work-based | ||
| learning experiences in high school and postsecondary education; | ||
| (6) provide methods of supporting partnerships | ||
| between public institutions of higher education to create | ||
| additional pathways for postsecondary work-based learning | ||
| credentials of value to high-demand, high-growth industries and | ||
| that lead to quality career opportunities; | ||
| (7) articulate the roles and responsibilities of | ||
| public primary and secondary schools, public institutions of higher | ||
| education, and workforce boards and organizations in implementing | ||
| high-quality work-based learning programs and partnerships; | ||
| (8) provide a strategy for identifying industry-led | ||
| high-quality training models that promote and replicate high-need | ||
| jobs that lead to equitable outcomes for individuals and can be | ||
| scaled across industries and regions; | ||
| (9) identify opportunities to improve and incentivize | ||
| regional coordination across the state to better reflect regional | ||
| workforce needs and eliminate duplicative programs, including by | ||
| providing state support to build capacity in regional intermediary | ||
| organizations to facilitate education-workforce partnerships and | ||
| programs; | ||
| (10) identify streamlined data collection models for | ||
| primary, secondary, and postsecondary education and workforce | ||
| accountability that can be disaggregated as necessary to evaluate | ||
| and increase equity in access to high-quality programs, with a | ||
| focus on underrepresented populations; and | ||
| (11) include recommendations to improve the | ||
| coordination of funds and awarding of grants among the agencies to | ||
| eliminate barriers to entry for regional partners. | ||
| Sec. 318.002. EXPIRATION. This chapter expires September | ||
| 1, 2023. | ||
| SECTION 2. This Act takes effect September 1, 2021. | ||
