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OVAE: Office of Career, Technical, and Adult Education
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Laws | Regulations | Non-Regulatory Guidance | Resources

Laws

The Carl D. Perkins Career and Technical Education Act authorizes the federal career and technical education program. On July 31, 2018 President Trump signed into law the Strengthening Career and Technical Education for the 21st Century Act(Public Law 115-254), which reauthorizes the program through Fiscal Year 2024.

The Adult Education and Family Literacy Act, which authorizes the federal adult education program, is Title II of the Workforce Innovation and Opportunity Act.

Regulations

Adult Education

On August 19, 2016, the U.S. Department of Education issued final regulations for programs and activities authorized by the Adult Education and Family Literacy Act (Title II of the Workforce Innovation and Opportunity Act).

Workforce Innovation and Opportunity Act

On August 19, 2016, the U.S. Departments of Education and Labor issued final regulations to implement jointly administered activities authorized by Title I of the Workforce Innovation and Opportunity Act, including provisions related to Unified and Combined State Plans, performance accountability, and the one-stop system.

Career and Technical Education

The U.S. Department of Education has not issued regulations for the Carl D. Perkins Career and Technical Education Act.

Non-Regulatory Guidance

Adult Education

  • October 27, 2021: Program Memorandum 22-1: Workforce Innovation and Opportunity Act (WIOA) Core Program Performance Accountability Assessment for Program Years 2020 and 2021
  • May 29,2020: Program Memorandum 20-5: Adult Education and Family Literacy Act and COVID-19 – Frequently Asked Questions, Part 3
  • April 17, 2020: Program Memorandum 20-4: Adult Education and Family Literacy Act and COVID-19 – Frequently Asked Questions, Part 2 
  • March 27, 2020: Program Memorandum 20-3: Adult Education and Family Literacy Act and COVID-19 – Frequently Asked Questions
  • February 3, 2020: Program Memorandum 20-1: Technical Assistance regarding the Submission Deadline for the Unified and Combined State Plans under the Workforce Innovation and Opportunity Act (WIOA) for Program Years (PYs) 2020-2023 and Other Related Requirements
  • August 15, 2019: OCTAE Program Memorandum on Allowable Use of Adult Education and Family Literacy Act Funds for Integrated Education and Training Programs – Frequently Asked Questions, #19-2
  • December 19, 2018: OCTAE Program Memorandum on Guidance for Validating Jointly Required Performance Data Submitted under the Workforce Innovation and Opportunity Act (WIOA), #19-1
  • February 23, 2018: OCTAE Program Memorandum on Establishing Expected Levels of Performance and Negotiated Levels of Performance for Program Years (PY) 2018–19 and 2019–20, #18-2
  • January 19, 2018: OCTAE Program Memorandum on Two-Year Modification Requirements for Workforce Innovation and Opportunity Act (WIOA) Unified and Combined State Plans, #18-1
  • September 12, 2017: OCTAE Program Memorandum on WIOA Annual Performance Report Submission, #17-7
  • June 1, 2017: OCTAE Program Memorandum on Use of Supplemental Wage Information to Implement the Performance Accountability Requirements under the Workforce Innovation and Opportunity Act (WIOA), #17-6
  • March 24, 2017: OCTAE Program Memorandum on Use of Funds Reserved for Activities under Section 243 of the Adult Education and Family Literacy Act (AELFA), Title II of the Workforce Innovation and Opportunity Act (WIOA), #17-5
  • January 18, 2017: OCTAE Program Memorandum on One-Stop Operations Guidance for the American Job Center Network, #17-4
  • Career and Technical Education

  • Program Memorandum Regarding Program Income (February 2016)
  • Guidance on Gender Equity in Career and Technical Education (June 2016)
  • OCTAE Program Memorandum 21-1: Introduction to Stackable Credentials (January 2021)
  • Resources

    Military Credentialing

    The U.S. Armed Forces invests billions of dollars to train military personnel in a range of occupational specialties to support its mission and to maintain a strong national defense. Some of the occupations are military-specific , such as infantry and fighter pilots, for example, but there are many occupations that are equivalent to civilian occupations, such as nurses, doctors, and medics. However, when service members leave the military, they often encounter lengthy processes to obtain civilian employment or academic credit for skills they obtained in military training. There have been ongoing efforts, however, to help rectify the difficulties of securing civilian credentials for military training. In an effort to increase awareness of how states and institutions of higher education are addressing this important issue, we have compiled links to resources, promising practices, and policies that promote awarding academic credit at institutions of higher education for prior military training and experience.

  • The State of Credentialing of Service Members and Veterans: Challenges, Successes, and Opportunities. This report from the American Legion highlights the challenges faced by service members and veterans in attaining civilian occupational credentials.
  • The Education Commission of the States has produced a national overview of state policies to award college students with academic credit for military experience, as well as individual state profiles.
  • Veterans Licensing and Certification Demonstration: A Summary of State Experiences, Preliminary Findings, and Cost Estimate. This report from the National Governors Association documents the strategies and experiences of six states that were selected as demonstration pilots to build and implement pathways to licensure and certification for veterans.
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    Last Modified: 10/29/2021