124D.49 EDUCATION AND EMPLOYMENT TRANSITIONS PARTNERSHIPS.
Subdivision 1. Local partnerships; establishment.
Local education and employment
transitions partnerships may be established to implement local education and employment
transitions systems. Local partnerships must represent multiple sectors in the community,
including, at a minimum, representatives of employers, primary and secondary education, labor
and professional organizations, workers, learners, parents, community-based organizations, and to
the extent possible, postsecondary education.
Subd. 2. Board.
A local education and employment transitions partnership must establish a
governing board for planning and implementing work-based and other applied learning programs.
The board must consist of at least one representative from each member of the education and
employment transitions partnership. A majority of the board must consist of representatives of
local or regional employers.
Subd. 3. Local education and employment transitions systems.
A local education and
employment transitions partnership must assess the needs of employers, employees, and learners,
and develop a plan for implementing and achieving the objectives of a local or regional education
and employment transitions system. The plan must provide for a comprehensive local system for
assisting learners and workers in making the transition from school to work or for retraining in
a new vocational area. The objectives of a local education and employment transitions system
(1) increasing the effectiveness of the educational programs and curriculum of elementary,
secondary, and postsecondary schools and the work site in preparing students in the skills and
knowledge needed to be successful in the workplace;
(2) implementing learner outcomes for students in grades kindergarten through 12 designed
to introduce the world of work and to explore career opportunities, including nontraditional
(3) eliminating barriers to providing effective integrated applied learning, service-learning,
or work-based curriculum;
(4) increasing opportunities to apply academic knowledge and skills, including skills
needed in the workplace, in local settings which include the school, school-based enterprises,
postsecondary institutions, the workplace, and the community;
(5) increasing applied instruction in the attitudes and skills essential for success in the
workplace, including cooperative working, leadership, problem-solving, and respect for diversity;
(6) providing staff training for vocational guidance counselors, teachers, and other
appropriate staff in the importance of preparing learners for the transition to work, and in
methods of providing instruction that incorporate applied learning, work-based learning, and
(7) identifying and enlisting local and regional employers who can effectively provide
work-based or service-learning opportunities, including, but not limited to, apprenticeships,
internships, and mentorships;
(8) recruiting community and workplace mentors including peers, parents, employers and
employed individuals from the community, and employers of high school students;
(9) identifying current and emerging educational, training, and employment needs of the area
or region, especially within industries with potential for job growth;
(10) improving the coordination and effectiveness of local vocational and job training
programs, including vocational education, adult basic education, tech prep, apprenticeship,
service-learning, youth entrepreneur, youth training and employment programs administered by
the commissioner of employment and economic development, and local job training programs
under the Job Training Partnership Act, United States Code, title 29, section 1501, et seq.;
(11) identifying and applying for federal, state, local, and private sources of funding for
vocational or applied learning programs;
(12) providing students with current information and counseling about career opportunities,
potential employment, educational opportunities in postsecondary institutions, workplaces, and
the community, and the skills and knowledge necessary to succeed;
(13) providing educational technology, including interactive television networks and
other distance learning methods, to ensure access to a broad variety of work-based learning
(14) including students with disabilities in a district's vocational or applied learning program
and ways to serve at-risk learners through collaboration with area learning centers under sections
, or other alternative programs; and
(15) providing a warranty to employers, postsecondary education programs, and other
postsecondary training programs, that learners successfully completing a high school work-based
or applied learning program will be able to apply the knowledge and work skills included in the
program outcomes or graduation requirements. The warranty shall require education and training
programs to continue to work with those learners that need additional skill development until they
can demonstrate achievement of the program outcomes or graduation requirements.
Subd. 4. Annual reports.
A local education and employment transitions partnership must
annually publish a report and submit information to the council as required. The report must
include information required by the council for the statewide system performance assessment.
The report must be available to the public in the communities served by the local education and
employment transitions partnership. The report must be published no later than September 1 of
the year following the year in which the data was collected.
History: 1Sp1995 c 3 art 4 s 26,30; 1998 c 397 art 3 s 101,103; art 11 s 3; 2004 c 206 s 52