Bridging Gaps, Building Futures - WBL on Hawaiʻi Island

Bridging Gaps, Building Futures An Intermediary Proposal to Assess Opportunities, Readiness, and Barriers in Work-Based Learning on Hawaiʻi Island

Acknowledgements In creating this report, the team at Vibrant Hawaiʻi extends its deepest gratitude to the remarkable individuals behind the organizations and institutions featured. Their commitment and generous contribution of time have been essential in deepening our understanding of the systemic changes needed in education and employment, thereby helping to create a roadmap towards a brighter future for our keiki and communities on Hawaiʻi Island.

At the forefront, Janice Ikeda, Executive Director of Vibrant Hawaiʻi, provided invaluable guidance and vision. The report, authored by Katie Wortman and Kealiʻi Thoene, is a culmination of their extensive outreach and efforts. Their engagements with educators, employers, and community members have been crucial in weaving together a narrative that reflects perspectives from across all six of our moku.

Amylia-Rae Gandolf, as Lead Ambassador, significantly contributed by leading student focus groups and leading and documenting detailed case studies, with support from Vibrant Hawaiʻi Ambassadors Benjamin Rudo, Cienna Corpuz, Trevondrick Francis - and intern Christopher Wung. Leilani Luiz, our Community Schools Coordinator, played a vital role in linking us with students and educators, and in the coordination of focus groups and case study events.

Each contribution, each story, and each vision have been integral in creating a report that not only reflects the current state of work-based learning on Hawaiʻi Island, but also highlights the way towards a more vibrant future for all.

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Table of Contents Acknowledgements.............................................................................................................................. 2 Table of Contents.................................................................................................................................. 3 Introduction..........................................................................................................................................4 Scope of Work.......................................................................................................................................5 Recommendations.............................................................................................................................. 13 Section 1: Partnership Development....................................................................................................13 Section 2: Curriculum Development.....................................................................................................18 Section 3: Program Design and Implementation..................................................................................20 Section 4: Comprehensive Needs Assessment..................................................................................... 21 Section 5: Program Evaluation and Improvement................................................................................ 22 Directory of Organizations...................................................................................................................24 Case Studies........................................................................................................................................28 Awareness............................................................................................................................................ 28 Exploration........................................................................................................................................... 30 Preparation...........................................................................................................................................33 Training................................................................................................................................................. 35 Conclusion.......................................................................................................................................... 38 Deeper Inquiry....................................................................................................................................39 Appendix............................................................................................................................................ 40 Research Methods and Activities......................................................................................................... 40 Needs Assessment Results................................................................................................................... 53 Needs Assessment Key Findings...........................................................................................................55 Comments on Draft Report.................................................................................................................. 57

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Introduction As our island navigates a growing need for a skilled workforce to meet industry and community needs, the role of work-based learning (WBL) on Hawaiʻi Island has become more pivotal than ever. WBL connects the aspirations of students seeking real-world career experiences with opportunities offered by employers and industries. It is a critical tool for community development, local economic growth, and personal empowerment, acting as a bridge between classrooms and workplaces, theory and practice, dreams and reality.

What you’ll find in this report is a narrative shaped by the diverse voices of Hawaiʻi Island's students, educators, and employers. The conversations we facilitated not only have shed light on the current state of work-based learning but also have helped envision WBL’s future in each of our distinct moku. The insights gained from these discussions have been pivotal in laying down a foundational plan for advancing work-based learning, acknowledging that this is merely the beginning of a broader, ongoing dialogue.

Here are the core themes we’ve identified, pivotal to shaping the future of work-based learning on Hawaiʻi Island:

As we navigate through the insights and recommendations of this report, it's essential to remember that this is just the beginning. Many opportunities and challenges lie ahead, and it will require continued conversation, collaboration, and commitment to turn the vision outlined in this report into reality. This is a journey towards a more vibrant future for work-based learning on Hawaiʻi Island.

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Scope of Work Through extensive surveys and focus groups conducted in September and October 2023, we have gathered and analyzed the perspectives of students, educators, and employers across all six districts of our island. The engagement in this study was remarkable: 1,345 student responses from intermediate and high schools, 114 educator responses spanning the spectrum of education levels, and 61 employer responses across various sectors. Moreover, the depth of insight gained from 10 student focus groups, 10 educator focus groups, and 18 employer focus groups has been invaluable in painting a detailed picture of the current landscape and future potential of work-based learning in our community.

Further expanding our outreach, we engaged the broader community through two key events. In Hilo, we presented at a career fair hosted by Pacific Media Group and the Hawaiʻi Island Chamber of Commerce Young Professionals. This event provided an opportunity to interact with students, families, and potential employers, offering insights into various career paths available on our island. Additionally, in Kona, we participated in a Family Fun Run at Kealakehe Intermediate School. This event fostered community engagement and awareness about our planning project and helped us gather insight into work-based learning opportunities and interests in the community.

Participant Demographics Table 1: Participating Schools & Organizations by Moku Moku

Schools & Organizations

Hāmākua

Honokaʻa High & Intermediate School, Kō Education Center, LGF Consulting, Forest Solutions Inc.

Hilo

Waiākea High School, Hilo Intermediate School, Hilo High School, Ka ʻUmeke Kāʻeo, UH Hilo, Hawaiʻi Community College at Hilo, The Bonner Program, Hawaiʻi Oil Seed Producers (HOSPRO), Abundant Life Natural Foods, Elite Home Service LLC, Waiakea Water, Puro Clean of the Big Island

Puna

Pāhoa High & Intermediate School, Hawaiʻi Academy of Arts & Sciences, Pōhaku Pelemaka, Keaʻau High School, Keaʻau Middle School, Purple Maiʻa, Nānāwale Community Association, Inc.

Kaʻū

Volcano School of Arts & Sciences, Something Good in the World, Kuahiwi Ranch, Ancient Valley Growers LLC, SPACE - Seaview Performing Arts Center for Education, Chacah Broadcasting Network LLC

Kona

Kona Pacific PCS, Kealakehe Intermediate School, Kealakehe High School, West Hawaiʻi Explorations Academy, Hawaiʻi Keiki Museum, ʻEwalu Industries, Startup Hawaiʻi, Maʻona Community Garden, Rosewood Hotels, Hawaiʻi Forest & Trail, Current Events Strategic Communications Agency, Hawaiʻi Ocean Science & Technology Park

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Kohala

Kohala High School, Kohala Middle School, Waimea Middle Public Conversion Charter School, W. M. Keck Observatory, Ponoholo Ranch Ltd., The Kohala Center, Kohala Watershed Partnership, Ulu Mau Puanui, Waikoloa Dry Forest Initiative, South Kohala Coastal Partnership, Mauna Kea Resort

Islandwide

INPEACE, Center for Getting Things Started, Hawaiʻi Island School Garden Network, Partners in Development Foundation, Hawaiʻi Island Community Health Center, The County of Hawaiʻi Research & Development, County of Hawaiʻi Coordinated Services for the Elderly, County of Hawaiʻi Department of Housing and Community Development, Barbara L. Franklin, Esq., Attorney at Law, Terraformation, Office of Hawaiian Affairs, Alu Like Inc., Hawaiiverse, Climb HI, Hawaiʻi Science Museum, Kāpili ʻOihana, Hawaiʻi Workforce Funders Collaborative, The Nature Conservancy, Coral Reef Alliance, Macy’s, Hawaiʻi Community Federal Credit Union, Kamaʻāina Nissan, Hope Services Hawaiʻi, Suisan, First Hawaiian Bank, Deluz Chevrolet, The Family Medical Center Hawaiʻi, CU Hawaiʻi Federal Credit Union, United States Fish and Wildlife Service, Hawaiʻi Wildlife Fund, Coral Reef Alliance, The Hawaiʻi Island Chamber of Commerce

Table 2: Survey Participation by Moku (Count) Hāmāku a

Hilo

Puna

Kaʻū

Kona

Kohala

Islandwide

Total

Students

32

556

438

59

88

172

n/a

1,345

Educators

7

35

21

3

20

2

26

114

Employers

2

13

3

6

4

8

26

62

Graph 1: Survey Participation by Moku (Percentage)

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Table 3: Survey Participation by Grade Level (Count) Grade Level

Students

Educators

Elementary (Grades K-5)

n/a

8

Intermediate (Grades 6-8)

669

70

High School (Grades 9-12)

629

44

Post-Secondary

47

12

Graph 2: Survey Participation by Grade Level (Percentage)

Graph 3: Employers Surveyed By Sector

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Chart 1: Student Responses to “Do you identify as Native Hawaiian?” (Percentage)

Top Interests Table 4: Comparison of Student Interest with Educator Perceptions of Top Growth/Opportunity Sectors Job Sector

Student Interest (%)

Educator Perception of Top Growth/Opportunity (%)

Agriculture and Food Systems

23.3%

51.8%

Astronomy and Innovation

12.6%

3.5%

Construction and Infrastructure

19%

50.9%

Creative Arts and Industries

34.7%

3.5%

Education and Knowledge Creation

14.4%

28.9%

Energy and Resiliency

6.3%

11.4%

Environment and Climate Change

11.1%

18.4%

Finance

19.3%

4.4%

Government

14.5%

14.9%

Health and Wellness

29.6%

29.8%

Hospitality and Tourism

13.2%

49.1%

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Media and Communication

18.8%

5.3%

Real Estate and Property Management

19%

13.2%

Social Services

14.3%

7%

Technology and Engineering

30.2%

13.2%

Graph 3: Comparison of Student Interest with Educator Perceptions of Top Growth/Opportunity Sectors

Table 5: Comparison of Student Preferences and Perceived Availability of WBL Experiences in Community WBL Experience

Student Preference (%)

Perceived Availability in Community (%)

Career Mentorship

28%

31.4%

Career Related Competitions

10.3%

19.4%

Informational Interviews

10.9%

22.9%

Job Shadowing

21.9%

24.5%

Non-paid Internships

8.3%

24.4%

Non-paid Work Experience

6.3%

24.6%

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Paid Internships

41.7%

28%

Paid Work Experience

46%

37.2%

Practicum

4.2%

9.4%

Service Learning

17.3%

31.1%

Simulated Workplace Experience

12%

16.1%

Student-led Projects

16.1%

36.8%

Volunteering

37.2%

67.4%

Workplace Tours/Field Trips

31.2%

44.9%

Infographic 1: Top Work-Based Learning Experiences Preferred by Students

Graph 4: Organizations open to hosting internships, fellowships, mentoring, and/or experiential training opportunities.

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Top Barriers Table 6: Comparison of Student and Educator Perspectives of Barriers to WBL Participation Barrier to Participation

Student-Identified Barriers (%)

Educator-Perceived Barriers (%)

Academic Conflicts

21%

50%

Access to Broadband Internet

5.8%

28.9%

Access to Computer

8.5%

27.2%

Family Obligations

19.4%

68.4%

Lack of Information

33.8%

64.9%

Language Barriers

8.7%

36.8%

Learning Disabilities

7.6%

30.7%

Limited Opportunities in the Field of Interest

20.5%

49.1%

Other Work Obligations

9.9%

22.8%

Transportation Issues

26.2%

80.7%

Chart 2: Barriers to Participation in WBL as Identified by Students

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Infographic 2: Top 3 barriers to hosting Work-Based Learning experiences as identified by employers

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Recommendations The following 5 sections are Vibrant Hawaiʻi’s recommendations for creating a more robust work-based learning environment on Hawaiʻi Island.

Section 1: Partnership Development Recommendations for establishing and maintaining partnerships with local businesses, educational institutions, government agencies, community organizations, and other relevant stakeholders.

My dream is that in every community, there is someone, a real person, who connects students to employers starting in middle school. This would be a process and data driven program, so we can collect data longitudinally and see what impact it has.

-Owner & founder of an employment services consulting firm Existing Conditions Hawaiʻi Island already has a pool of organizations acting as work-based learning intermediaries. These organizations currently connect students and educational institutions with employers for work-based learning opportunities. Whether these organizations call themselves intermediaries or not, the goals of these acting intermediaries fall within one or more of the four pillars of the work-based learning continuum:

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Existing Barriers The success of Hawaiʻi Island’s acting intermediaries ranges from underutilized and ineffective to well known and generally productive. In the case of ineffective or underutilized programming, we found that two main barriers stood in the way: a communication breakdown and a lack of a clear pathway.

The delivery of effective programming is often stymied by ineffective or unclear communication pathways. For example, in one focus group we heard an example of quality services being delivered by a skilled teacher that dried up after that particular teacher retired.

[A former CTE teacher] reached out to the community, gathered resources, and helped students find opportunities to volunteer within the hospital and different doctor's offices. These students shadowed nurses, sometimes office employees, and sometimes doctors, and the students would often talk about it in my English class. They wanted to learn how to write better because of it! Their objective was to impress the people who they're working for. Since that teacher retired, that opportunity doesn’t exist for students anymore.

- 10th & 11th grade English Instructor at a high school in the Hilo moku In the above case, we see that a successful program was entirely dependent on one teacher’s connections. This scenario plays out in schools and worksites alike.

Another theme we uncovered in our research and outreach was that, with no clear pathway, beginning WBL programming in schools and at job sites can be daunting. The unclear pathway leaves little incentive for teachers or employers to seek and/or develop programming at all. If a motivated teacher or organization does happen to want to participate in career pathway programming, the logistics of doing so can be confusing, time consuming, and demoralizing.

According to an acting intermediary in the moku of Kona, the associated paperwork “... takes time and energy for teachers who are burnt out. There needs to be an action plan and learning plan for the teacher and the host site. There is a lot of opportunity for the intermediary to lessen the burden on the worksites and the teachers.”

Top 3 barriers to hosting Work-Based Learning experiences as identified by employers

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Strategic Responses In order to help create a more robust work-based learning environment on Hawaiʻi island three things need to happen. We must: 1. Uplift currently successful programs 2. Create and maintain connections across time and staff changes 3. Eliminate barriers for both teacher and employers Resources directed toward uplifting already successful intermediaries would be more effective than attempting to replicate their models of success with new programming.

Success is about not recreating the wheel, it’s moving forward on the correct wheels that are already rolling.

- Founder of a Statewide WBL platform The most effective way to support Hawaiʻi Island’s most successful acting intermediaries is by creating a full-time coordinator position or several. This person or people could become the single point of contact for both educational and business institutions. This coordinator would focus on making and maintaining connections and clearing the path of clunky barriers that currently stand in the way.

This coordinator could execute the tedious but essential work such as: ● Streamlining paperwork ● Tracking deadlines and send reminders ● Arranging meetings ● Scheduling site visits between teachers and host sites ● Demystifying and clarifying opportunities

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A full-time work-based learning coordinator is a necessary step in creating a more robust and effective work-based learning landscape on Hawaiʻi Island.

It is significant to mention that the geography of Hawaiʻi Island would profoundly impact the success of any intermediary coordinator position created. The landmass of the County is 62.7% of the state of Hawaiʻi itself. This is the highest percentage of any state in the United States of America. According to the Hawaiʻi island Department of Education, the “district is comprised of nine complexes—Hilo, Waiākea, Honoka‘a, Kealakehe, Kohala, Konawaena, Ka‘ū, Kea‘au, and Pāhoa. Each Hawai‘i district complex includes one high school, which is fed by a variety of middle and elementary schools.”

The needs of each district are shaped by the district’s geography. One intermediary coordinator would not be sufficient for the entire island of Hawaiʻi. It would be ideal to begin with one coordinator for each historical moku, of which there are 6 (see map below). Minimally, there could be 4 coordinators. One for East Hawaiʻi (Hilo), West Hawaiʻi (Kona), North Hawaiʻi (Kohala & Hāmākua) and South Hawaiʻi (Puna & Kaʻū)

Map 1: Moku of the Island of Hawaiʻi

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Map 2: Hawaiʻi Island Public School District

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Section 2: Curriculum Development Recommendations for integrating skills, real-world relevance, and student choice in curriculum.

A crucial step towards improving our work-based learning landscape on Hawaiʻi Island is reimagining our educational curriculum. Drawing from the valuable insights of students and educators, this section outlines recommendations for a more dynamic and relevant curriculum. Our focus is on integrating essential skill development, fostering real-world connections, promoting student choice, and providing diverse opportunities. These elements are key to equipping students with the confidence and knowledge needed to succeed in various career paths.

Reassessing Curriculum and Learning Outcomes ​ Adapting Curriculum to Meet Student Needs ● Reflecting educators' concerns, one highlighted, "On a larger policy scale, the way that high school is taught in Hawai’i and even nationally hasn’t moved with the times. We’re still teaching the same way we were 50 years ago. And yet, the times have changed completely." They continued, stating that "There is not enough time to teach the kids what they need to know because of the requirements of what we have to teach." This issue speaks to the broader challenge of balancing mandated educational standards with the need for a more practical learning experience that prepares students for real-world challenges. ​ Fostering Essential Skills and Personal Development ● Balance technical knowledge with soft skills development such as communication, teamwork, and problem-solving. ● Develop students' self-confidence, passion, and a strong work ethic. ​ Emphasizing Student Well-Being ● Acknowledge the stress of balancing school and extracurricular activities, as students remind us, "we’re students, but we’re also people."

Expanding Hands-On and Experiential Learning ​ Building Real-World Connections ● Offer diverse hands-on learning experiences, such as field trips, guest speakers, job shadowing, industry certifications, and portfolio building to connect classroom learning with real-world applications. ​ Creating Opportunities for Real-World Impact ● Develop opportunities for students to make meaningful contributions to local projects and industries, empowering them to develop strategies for solving problems in their communities. ​ Streamlining Access to Resources ● Develop a centralized database of professionals willing to offer work-based learning opportunities, utilizing alumni and local community networks. Reflecting on this, a public school student who has had numerous work-based learning opportunities due to their 18

teachers’ efforts, remarked: “I wish there was a way for more public school students or marginalized students to get access to those opportunities… There are so many other students out there who don’t get the same opportunities, but they're just as capable as us.”

Expanding Perspectives ​ Showcasing Local Opportunities ● Address misconceptions about limited local prospects. A student who participated in Nalukai Academy shared, “I feel like a lot of kids here have a misconception that if you live in Hawaiʻi, you can't really get much out of your life... Nalukai Academy showed me that by building connections, there are people who have been in the same place as you are, who felt like they didn't have enough opportunities, and now they are creating opportunities.” ​ Equipping for Diverse Futures ● Prepare students for varied post-high school paths, considering different career options and life choices, as students express desires to explore and find their place in the world.

Promoting Student Choice and Engagement ​ Encouraging Exploration and Choice ● Introduce a freshman year exploration program and elective courses that allow students to discover and pursue various interests. As one student shared, “It would be nice to be able to stick your toes in the water of the career path you want to go into, but also be able to branch out and explore other paths.” Another student’s remark, “What high schooler genuinely knows what they want to do?” underscores the need for flexibility in the curriculum to accommodate changing interests and aspirations. ● Organize career exposure events where students can interact with professionals from diverse fields, facilitating informed decision-making about their future. ​ Valuing Student Voice ● Reflecting on students' feedback about the importance of choice and engagement in learning, one teacher noted, “If it’s told to them, we’re all going to do this, you lose a lot of them… They are more engaged and interested when it’s something that resonates with them.”

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Section 3: Program Design and Implementation Stakeholder recommendations and commitments to inform the overall structure and framework of the work-based learning initiative.

Streamline Partnership Development ● Appoint dedicated liaison to facilitate connections with workforce partners. As one teacher noted, “we need somebody who is willing to make those relationships and sit down and create the paperwork,” indicating the need for dedicated personnel to handle these partnerships efficiently. On the business side, according to our survey, there were three incentives needed in order for employers to support WBL opportunities. ○ External support ○ Fiscal compensation ○ A clear pathway for connecting with schools The previously recommended work-based learning coordinator position could become a clear pathway for employers to connect with schools by becoming the singular point of contact while providing that external support that employers also desire. Some organizations, like Project Hōkūlani, offer fiscal compensation for participation, so a WBL coordinator could connect businesses with these opportunities if fiscal compensation is requisite to participation.

Create a Mentorship Network ● Establish a comprehensive list of potential mentors, detailing their specialties, what they can offer students, and their expectations. This resource will aid schools in matching students with suitable mentors, enhancing the overall work-based learning experience.

Offer Training and Guidance for Effective Mentorship ● Develop a comprehensive mentorship program that offers structured support and training for both students and mentors. This program should include clear goals, activities planned on a weekly basis, and regular check-ins.

An example of mentor training programming

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Address Liability and Legal Concerns ● Provide support in handling liability and legal aspects of work-based learning experiences. An intermediary could assist with insurance matters and ensure all legal requirements are met.

Integration with School and Community Needs ● Align WBL activities with the broader educational goals of the school and the needs of the community, fostering a reciprocal relationship between students and local industries.

Continuous Evaluation and Feedback ● Establish a feedback mechanism for continuous improvement, ensuring the program remains relevant and effective for all stakeholders. We created a suggested example in Section 5, below.

Section 4: Comprehensive Needs Assessment Identifying needs for effective work-based learning on Hawaiʻi Island.

A comprehensive needs assessment was conducted to understand the interests, readiness, and barriers faced by students, educators, and employers on Hawaiʻi Island. A detailed outline of the methodology and key findings from surveys and focus groups involving a significant cross-section of the island's educational and professional community can be found in the appendix under the section called “Needs Assessment Results” Based on the key findings from our needs assessment, the following recommendations are proposed to enhance the effectiveness of a WBL initiative on Hawaiʻi Island: 1. Create a centralized platform for easy access to information on WBL opportunities, or support a platform such as Climb HI. 2. Address financial and transportation barriers hindering students from participating in WBL. 3. Expand hands-on, practical experiences both off and on campus.

4. Integrate WBL into the school schedule to facilitate student participation without conflicting with academic and extracurricular commitments.

5. Foster collaboration between schools and local businesses and utilize community and alumni networks to enrich WBL experiences.

6. Integrate Hawaiian values into WBL experiences to enhance student connection to place and community.

7. Develop virtual WBL options to increase accessibility for students, particularly in remote areas.

8. Host career fairs and events to expose students to a range of professions and industries, fostering informed career choices.

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Section 5: Program Evaluation and Improvement Community agreed upon indicators to evaluate the effectiveness of the initiative and identify areas for improvement, and agreed upon data repository, evaluation tools and evaluation frequency.

Assessment Dimension

Exemplary Program 3 Points

Effective Program 2 Points

Developing Program 1 Point

Provides a variety of Offers practical, hands-on experiences that experiences that align reasonably align with Aligns with students' with a diverse range of student interests, choices and passions, student interests and resulting in good fostering high engagement passions, leading to engagement and 1 and motivation. exceptional engagement. motivation.

Offers limited choices, aligning with some student interests but needs expansion to enhance engagement.

Students are actively involved in impactful, real-life experiences, Creates ample opportunity making significant for students to contribute contributions that are meaningfully, supporting widely recognized and 2 community vitality. appreciated.

Students contribute to the community, but the impact and recognition are moderate.

Community contribution opportunities exist but are limited in scope and impact.

Seamlessly integrates Incorporates cultural Ensures cultural relevance, Hawaiian values and values and connections, integrating Hawaiian cultural connections, but there's room for values and cultural resonating deeply with all deeper integration and connections into WBL students and the broader cultural 3 experiences. community. resonance.

Acknowledges cultural values and connections, but integration is minimal and requires significant enhancement.

Recognizes and actively incorporates the role of family engagement and support in the success of 4 WBL.

Limited family engagement, with few initiatives to involve or support families in WBL.

Strong, consistent family engagement and support, with families actively Moderate level of family involved and contributing engagement with some to the WBL experience. supportive initiatives.

Robust and dynamic Encourages active collaboration with a wide collaboration with alumni network of alumni and and community networks, community partners, thereby strengthening significantly both the initiative and strengthening the 5 community cohesion. program.

Good level of collaboration with some alumni and community partners.

Initial stages of collaboration, requiring more active engagement and network building.

Offers structured and Exceptionally effective support, training, well-structured support 6 and guidance to all and comprehensive

Adequate support and training, effectively meeting most

Basic support and training structures in place but need significant

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stakeholders, ensuring valuable and relevant work experiences.

training provided, meeting the needs of all stakeholders.

stakeholders' needs.

Focuses on cultivating both technical and soft skills in students, preparing them for the 7 workforce.

Provides extensive training in both technical and soft skills, perfectly tailored to current workforce demands.

Basic skill development is Offers good training in addressed, but there's a necessary skills, but some need for more areas might require comprehensive and further development. tailored training.

Maintains inclusivity by providing specialized support for students with disabilities, ensuring equitable access and 8 opportunities.

Highly inclusive, with extensive specialized support systems ensuring Moderately inclusive with Recognizes the need for all students, including some specialized support, inclusivity and specialized those with disabilities, but there's room for support but lacks have equitable access and improvement in comprehensive systems opportunities. accessibility and support. and resources.

Regularly incorporates feedback from students, educators, employers, and community members, fostering continuous 9 improvement.

Regularly and effectively incorporates a wide range Incorporates feedback of feedback, leading to periodically, with significant and ongoing moderate improvements improvements in the made based on the program. feedback.

Total Score:

Exemplary Program 27 Points

Effective Program 18 points

improvement for effectiveness.

Limited in gathering and utilizing feedback, with few noticeable improvements based on the feedback received.

Developing Program 9 points

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Directory of Organizations Directory of existing resources and opportunities that support work based learning objectives.

The following directory highlights 13 successful organizations and platforms that we have found to be supporting work-based learning objectives on Hawaiʻi Island. This list is in no particular order, and by no means exhaustive. If distributed publicly, this list can be a starting point and must be regularly updated.

Resource

Mission

Area of Focus

Requirements

PIPES (Pacific Internship Programs for Exploring Science)

“Cultivating the longitudinal capacity of the next generation of aloha ʻāina leaders in Hawaiʻi and the Pacific through internships and mentorships”

Conservation research, natural resource management, & environmental education

● ● ● ●

College undergraduates US Citizen Overall GPA of 2.0 Interested in pursuing a career related to conservation research, natural resource management, or environmental education

Online application for the summer 2024 will be opening on the Hilo Moon of Makaliʻi (December 13th, 2023)

Good Jobs Hawaiʻi

“Good Jobs Hawaiʻi is a coalition of businesses, educators and community partners that will help people in Hawaiʻi get high quality jobs and careers, while ensuring employers meet their needs for a skilled, local workforce.”

Major Sectors: ● Healthcare ● Technology ● Clean Energy/Skilled Trades ● Creative Industries

● ●

Hawai'i resident U.S. citizen or status as a permanent resident alien of the U.S. (have a green card) Must be at least 16 years of age and meet prerequisites for specific trainings and occupations Must submit an application to Good Jobs Hawai'i

Program dependent

●

● “Good Jobs Hawai‘i will support the training and wraparound support costs for participants

Timeline

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Resource

Mission

Area of Focus

Requirements

Timeline

and leverage various federal, state, county, and philanthropic resources.”

Good Jobs Hawaiʻi White Sheet Climb HI

ClimbHI Bridge is a portal built to connect educators and businesses through streamlined communication that leads to successful outcomes. Once in the portal, there are multiple opportunity types for educators to explore and send requests to businesses that are available.

Any sector

● ●

Educator or student K-12 Business anywhere in Hawaiʻi

Rolling basis

Akamai Workforce Initiative

Akamai supports the specific workforce needs that come with Hawai‘i observatories, by preparing local college students for jobs at observatories and their surrounding scientific and technical industry.

Astronomy, observatories, and surrounding technical industries

● ●

18 years or older Enrolled in an undergraduate institution From Hawaiʻi or living in Hawaiʻi & enrolled at a U.H. Hawaiʻi Campus Recent (within 1 year) college graduate U.S. Citizen

Application Deadline : FEB 5, 2024

●

● ●

Handshake

Handshake is an app created to ensure that all college students have equal access to meaningful career

All college students and employers. Focused on Gen-Z, diversity, and inclusion.

Handshake is a kind of social media for job seeking.

None

Rolling basis

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Resource

Mission

Area of Focus

Requirements

Timeline

ALU LIKE Inc.

“To kōkua Hawaiian Natives who are committed to achieving their potential for themselves, their families and communities.”

A wide variety of scholarships, training programs, credentialing, career exploration, financial aid etc.

Typically high school and community college

Rolling basis

Kāpili ʻOihana

“We aim to improve access to high-demand and emerging sectors by developing partnerships with individuals, businesses and organizations to ensure haumāna are connected to valuable workforce experiences.”

No specific industry of focus

College internship program

Program dependent

KUPU

“To empower youth to serve their communities through character-building, service-learning and environmental stewardship opportunities that encourage pono (integrity) with ke Akua (God), self and others.”

Conservation, sustainability, clean energy and natural resource management.

Program dependent

Program dependent

Nalukai Academy

“Nalukai Academy is a free intensive leadership program for Hawai'i high school students focused on technological, cultural & social entrepreneurship.”

Technology, entrepreneurship

High school student

Programs run every summer

Hawaiʻi Science & Technology Museum

HSTM hosts science camps for students K-12. Our goal is to

Science, technology, robotics, rocketry, and math.

K-12

Program dependent

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Resource

Mission

Area of Focus

Requirements

Timeline

introduce our keiki to STEM from an early age and create a spark of interest and wonder.

HSTM also hosts after school programs, fall break camps, and provides math tutoring. ʻEwalu Industries

Co-create programs with local organizations, businesses and governments to train and retain Hawaiʻi’s next generation of leaders, and support opportunities to diversify the economy.

Sustainability and climate change, tech-based workforce development, digital equity and inclusion, and creative industries.

High school

Program dependent

Project Hōkūlani

The overarching goal of Project Hōkūlani is to support Native Hawaiian high school students to enter into postsecondary science, technology, engineering, and math (STEM) fields through a culturally responsive, strength- and work-based enrichment program.

Native Hawaiians and STEM

High School

November 15, 2023: Parent session College Transition Process 3

“On a mission to educate and empower culturally engaged, community-oriented, technology makers and problem solvers”

“S.T.R.Ē.Ā.M (Science, Technology, Research, Engineering, Entrepreneurship, Art, 'Āina and Math)”

Purple Maiʻa

November 30, 2023: Deadline Internship Applications due for all islands

Program dependent

Program dependent

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Case Studies A comprehensive list of case studies conducted by Vibrant Hawaiʻi to support diverse work based learning opportunities on Hawaiʻi Island.

Outlined are 13 impactful case studies spanning the stages of a Work-Based Learning Continuum, covering Awareness, Exploration, Preparation, and Training. Each case study provides an overview of the activity, the achieved outcomes, and recommendations for guiding future initiatives.

Awareness Work-Based Learning Continuum Level 1: Awareness Target Activity Type: Community Service Projects Activity: Drug Free Coalition Strategic Planning Meeting On November 2nd and December 13th, 2023, Vibrant Hawaiʻi Ambassadors participated in a series of strategic planning meetings hosted by the East Hawaiʻi Drug Free Coalition (EHDFC). There, the Ambassadors had the opportunity to share their views on the issue of underage drinking to the Coalition’s core team, County Council Members and other representatives from allied organizations, including Big Island Substance Abuse Council (BISAC).

By the end of the strategic planning meeting Ambassadors: ● Increased awareness of the issue, latest trends on Hawaiʻi Island, and policy-making. ● Informed decision-making by analyzing and interpreting data collected by the core team. ● Contributed to conversations related to future action and policy. ● Advocated for youth while highlighting the importance of inviting young people to the table.

“Experiencing the behind-the-scenes of policy-making was a unique and enlightening experience for us all. Participating in the coalition meeting instilled in us a sense of kuleana (responsibility) to advocate for our community, particularly the younger members. We left the meetings feeling inspired and confident that our contributions could significantly impact the lives of those we aim to protect.” - VH Ambassador Recommendations: ● What we should continue: ○ Embedding community meetings into internship curriculums to better understand the process of project planning and to increase youth engagement. ○ Networking opportunities. ○ Inviting youth participation and encouraging youth engagement. Value youth perspectives and experiences. ● Where we might pivot:

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Inviting more youth to the table, beyond the Ambassador cohort.

Work-Based Learning Continuum Level 1 : Awareness Target Activity Type: Guest Speaker Activity: Guest Speaker presentation at a family event On December 07, 2023 Pāhoa High and Intermediate held a “Winter Celebration”. Guest speaker Dr. Hannah Preston-Pita shared with Pāhoa High and Intermediate students and their family a card deck she created to promote communication between teens and parents through meaningful questions. In addition, she shared tips to support meaningful dialogue and deep listening.

By the end of the presentation: ● ● ●

30 youth along with their families participated.

Families were given the Kalakoa “Let’s talk story card deck: a game for all ages to create meaningful conversations and memories.”

Guest speaker’s topic about family unity became the theme for the evening and following activities were easy to tie back to this original theme.

Recommendations: ● What we should continue: ○ Including community partners at family events to share their expertise. ○ Empowering families by including them in the topic as valuable input. ● Where we might pivot: ○ Guest speaker was the first activity of the evening. To include more families that arrive later, schedule the guest speaker presentation later in the event.

Work-Based Learning Continuum Level 1: Awareness Target Activity Type: Mock Interviews Activity: The Art of Interviews Workshop On December 5th and 11th, Vibrant Hawaiʻi Ambassadors hosted an interview skills workshop at Hawaiʻi Academy of Arts and Science (HAAS) for 10th and 12th grade classes. The session, centered on the Art of Interviews, drew from the established curriculum available on Vibrant Hawaiʻi’s online Passion and Purpose Academy (PAPA). PAPA offers a variety of courses taught by community experts, enabling convenient lifelong learning opportunities accessible on personal devices.

By the end of the workshop participants: ● Gained awareness of the significance of professional attire and mastered the art of dressing appropriately for interviews. ● Honed interviewing skills through mock interviews, with a focus on effective communication, body language, and active listening.

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● ● ● ●

Built confidence to navigate the interview process with excellence.

Received constructive feedback on mock interviews and demonstrated the ability to implement suggestions for continuous improvement.

Acquired the skills to prepare for interviews by researching companies, understanding job roles, and formulating responses to common interview questions.

Developed the capability to professionally and promptly follow up with interviewers through thank-you notes or emails post-interview.

Recommendations: ● What we should continue: ○ Hosting the workshop on campus, during school hours allowed equal access to the opportunity and ensured audience participation. ○ The workshop was designed in three parts: formal presentation, an interactive demonstration, and a small group activity. ○ Outreach to rural communities, offering equal opportunity to small schools outside of the DOE. ○ Theme of the workshop was relevant and of interest to the students. ● Where we might pivot: ○ Making adjustments to the presentation depending on the age range of the audience (e.g, consider including a section on child labor laws for 15 years and younger).

Exploration Work-Based Learning Continuum Level 2: Exploration Target Activity Type: Performance-Based Assessment Activity: Waiākea Peninsula Design Lab In a collaboration led by Vibrant Hawaiʻi and Council Member Sue Lee Loy, the Vibrant Hawaiʻi Ambassadors co-designed, led, and facilitated a series of three design labs aimed at nurturing and revitalizing the Waiākea Peninsula (Banyan Drive) in Hilo. The design labs, held on October 16th and on November 16th, facilitated meaningful future conversations with diverse groups of stakeholders for the restoration and revitalization of Banyan Drive. The Asset-Based Community Development framework was used as a guide to inform the session’s organization and activities.

Design Lab Outcomes: ● Engaged multi-sector stakeholders. ● Showcased our collaborative co-creation abilities. ● Informed policy and development plans for the Waiākea Peninsula. ● Ignited economic revitalization. ● Rekindled a sense of community belonging and kuleana (responsibility). ● Created an exciting prototype mural design.

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By the end of the Design Lab series, our youth Ambassadors: ● Enhanced their capacity to lead meetings that inform strategic future action. ● Gained experience facilitating and hosting community events. ● Developed adeptness in public speaking. ● Acquired experience in event planning and logistical coordination. ● Captured and synthesized data to produce reports. Practiced and underwent evaluation to inform change through after action reviews (AAR). ● Empowered themselves and others in the community to inspire and create change.

Recommendations: ● What we should continue: ○ Youth facilitation and participation in community planning meetings. ○ Opportunities for youth to co-design projects and agendas. ○ Opportunities for youth to practice public speaking outside of the classroom. ○ After Action Reviews. ● Where we might pivot: ○ Increased opportunities among youth to participate in logistical coordination aspect ○ Participating in a team dry-run prior to day of event Work-Based Learning Continuum Level 2: Exploration Target Activity Type: Career/College Advising Activity: Career Mentorship with Dr. Roger Weiss During the second phase of the Community Resilience Fellowship in early 2023, our cohort of Community Resilience Fellows concentrated on advancing their professional development. As part of their kuleana, they were tasked with establishing connections with leaders in their respective career fields. One of our now Ambassadors, Amylia-Rae Gandolf, reached out to the Hawaiʻi Island Psychological Association (HIPA) and was linked to Executive Director, Dr. Roger Weiss.

As a result of this mentorship opportunity: ● Amylia secured a position with HIPA as a psychology intern and executive assistant to Dr. Weiss. ● Vibrant’s newest Ambassadors, Cienna and Trevondrick, have also been connected to Dr. Weiss. ● All have deepened engagement within their career field of interest. ● All are involved in a psychology club and benefit from ongoing mentorship in and outside of the VH network.

Recommendations: ● What we should continue: ○ Opportunities for Ambassadors to explore career fields of interest. ○ Networking opportunities built into the Ambassadorship curriculum. ○ Cross-sector collaborations. ● Where we might pivot: 31

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Inviting youth outside of Vibrant Hawaiʻi to explore mentorship opportunities alongside the Ambassadors.

Work-Based Learning Continuum Level 2 : Exploration Target Activity Type: career/college advising Activity: UH Hawaii College and Career Fair Field Trip Students from Pāhoa High and Intermediate were transported via bus from Pāhoa High and Intermediate to UH Hilo to participate in their college and career fair. Students in grades 9-12 were given the opportunity to sign up for this activity/field trip. There was a wide array of booths to inform and recruit students in higher education, campus clubs, military and other non-profit organizations. At the booths students were met with representatives ready to chat, informative display boards, flyers and some hard copy applications for admissions into UH programs of study, clubs and even work available.

By the end of the workshop participants: ● Gained awareness of UH Hilo campus and the admissions process. ● Interacted with clubs and programs at UH and HCC. ● Received information on financial, academic, student, and campus support.

Recommendations: ● What we should continue: ○ Annual planning and visit to UH College/Career Fair. ○ Budgeting to provide a meal and transportation for students to attend. ● Where we might pivot: ○ Transportation- providing transportation for students is crucial. ○ Advertising to make adequate use of two buses more advertising/sign-up initiatives need to be implemented.

Work-Based Learning Continuum Level 2 : Exploration Target Activity Type: Job Shadowing Activity: Youth Job Shadowing Community School Coordinator-(Event Planning) Pāhoa High and Intermediate Junior Yassinta job shadowed the Community School Coordinator for six weeks from Nov 1, 2023- Dec 15, 2023. Mentor and student decided that they would work on the school goal of promoting family engagement on campus and decided to co-create and lead a Winter Celebration Family Event.

For six weeks the youth intern: ● Gained knowledge into the role and responsibilities of a Community School Coordinator, specifically how to plan and execute a community event. ● Enhanced leadership skills working and coordinating peers into efficient volunteer committees. ● Established a working budget for food, materials and event supplies.

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● ● ● ●

Interacted with community by writing and dropping donation requests in-person at local small businesses in the area.

Gained networking and communication skills.

Developed digital literacy working with different google documents and advertising platforms.

Contacted businesses for donations.

Recommendations: ● What we should continue: ○ Internship and job shadowing experiences for students in grades 9-12. ● Where we might pivot: ○ Student assessment mid-way through agreed time.

Preparation Work-Based Learning Continuum Level 3: Preparation Target Activity Type: Performance-Based Assessments Activity: Hands-Only CPR & AED Train the Trainer Workshop On August 31st, 2023 our Lead Ambassador Amylia-Rae Gandof co-led a Hands Only CPR & AED Train the Trainer Workshop in partnership with County of Hawaiʻi Fire Department and Hilo Medical Center.

Training was offered to Vibrant Hawaiʻi staff, with participants ranging from our youth communications coordinator and Ambassadors to the community schools coordinator at Pāhoa High School.

By the end of the training participants: ● Described when and how to perform Hands-Only CPR. ● Demonstrated how to perform Hands-Only CPR. ● Demonstrated how to safely use an Automated External Defibrillator (AED). ● Built confidence to take action in the event of a cardiac emergency. ● Cultivated leadership skills for guiding others to support or perform Hands-Only CPR. ● Deepened their understanding of cardiac arrests and the importance of recognizing symptoms. ● Explained how to give participants constructive feedback on their skill performance. ● Described how course materials are used in the course.

Recommendations: ● What we should continue: ○ Conducting a skills assessment where participants demonstrate how to perform CPR and operate an AED to determine workshop completion. ○ Conducting a performance assessment where participants use the slide deck to teach the instructors at the end of training to determine workshop completion. ○ Inviting experts (Lance Uchida and Jesse Ebersole) to kōkua in the facilitation of instructor trainings. ○ Giving participants different scenarios to respond to during their skill demonstration to 33

●

ensure comprehension.

Where we might pivot: ○ Inviting community to participate, in different communities. ○ Participants did not get folders with Project Kōkō QR code to record their trainings.

Work-Based Learning Continuum Level 3: Preparation Target Activity Type: Performance-Based Assessments Activity: Hands-Only CPR & AED Skill Building Workshop On November 28th, 2023 our four youth Ambassadors led and facilitated a Hands-Only CPR & AED Workshop for the students at Pāhoa High and Intermediate (N=7). The training was done in partnership with the Hawaiʻi Fire Department and Hilo Medical Center through Project Kōkō. A total of 7 youth and young adults attended the workshop.

By the end of the training participants: ● Described when and how to perform Hands-Only CPR. ● Demonstrated how to perform Hands-Only CPR. ● Demonstrated how to safely use an Automated External Defibrillator (AED). ● Built confidence to take action in the event of a cardiac emergency. ● Cultivated leadership skills for guiding others to support or perform Hands-Only CPR. ● Deepened their understanding of cardiac arrests and the importance of recognizing symptoms.

Recommendations: ● What we should continue: ○ Conducting a skills assessment where participants demonstrate how to perform CPR and operate an AED to determine workshop completion. ○ Hosting the workshop on campus. ○ Giving participants different scenarios to respond to during their skill demonstration to ensure comprehension. ○ Establishing rapport with students at Pāhoa High and Intermediate. ● Where we might pivot: ○ Request to hold workshop during school hours to maximize participation. ○ Incentivizing the workshop with badges or pins. ○ Conduct Hikaloi immediately after workshop. ○ Media release form dissemination prior to the day of the event.

Work-Based Learning Continuum Level 3: Preparation Target Activity Type: Internship Activity: Vibrant Hawaiʻi Ambassador Program The Vibrant Hawaiʻi Ambassador Program began as a 6-18 month internship designed for opportunity youth and graduates taking a “gap year” who care deeply about Hawaiʻi Island and want to build skills 34

and develop practices that will support career goals in public service, social services, and organizational leadership. Through this process, Ambassadors will gain both leadership and workplace experience by supporting the activities of Vibrant Hawaiʻi Streams with an emphasis on Resilience Hubs and ʻOAKA. Between 2021 and 2023, three cohorts of Ambassadors have been formed, totalling 9 youth aged 19-24.

By the end of the Ambassadorship: ● Ambassadors will gain hands-on experience working with and for the community. ● Ambassadors will develop capacity to stretch beyond their comfort zone: build courage, “wipeout”, and apply learning. ● Ambassadors will build character that is able to lead and follow through dynamic and complex conditions. ● Ambassadors will develop acquisition of workplace skills such as completing tasks on time, planning and proofreading before execution, evaluation to inform future action, workplace communication, brand awareness and being a brand ambassador, event planning and support, and network building.

Recommendations: ● What we should continue: ○ Community engagement and involvement with the community. ○ Networking opportunities. ○ Personal and professional development opportunities. ○ Subject matter experts & guest speakers. ○ Hybrid work environment. ○ Flexibility to create your own schedule/adapt/work at your own pace. ○ Safe, positive, environment. ○ Cultural integration. ● Where we might pivot: ○ Preparing a marketing timeline and strategy for VH led events. ○ Establishing a streamlined curriculum. ○ Creating a detailed job description. ○ Marketing for intern opportunities at schools on Hawaiʻi Island.

Training Work-Based Learning Continuum Level 4: Training Target Activity Type: Industry Recognized Certification Activity: Mental Health First-Aid Certification From 2022 to 2023, Vibrant Hawaiʻi has certified 8 young adults in Mental Health First-Aid (MHFA).

Among them, three were Ambassadors, and five were Community Resilience Fellows. MHFA is a skills-based training course about emergency mental health response and substance use disorders. It

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teaches about recovery and resiliency—the belief that individuals experiencing these challenges can and do get better and use their strengths to stay well.

By the end of the certification participants: ● Identified depression, anxiety, trauma, psychosis, substance abuse, and other mood disorders. ● Assessed for risk or suicide harm. ● Developed skills to listen non-judgmentally. ● Learned how to give assurance and information to those experiencing a mental health crisis. ● Encouraged others to seek appropriate professional help.

Recommendations: ● What we should continue: ○ Taking breaks because the content/materials are heavy. ○ Mental Health Book was distributed to participants (resources). ○ Safe environment, chance to talk about personal experiences. ○ Course content is relevant and applicable. ● Where we might pivot: ○ Increased participation. ○ Increased marketing efforts.

Work-Based Learning Continuum Level 4: Training Target Activity Type: Internship linked to the training requirements for entry into a job career Activity: Community-Based Research The Vibrant Hawaiʻi Ambassador curriculum focuses on engaging youth in community-based research projects. This includes gathering survey data on early childhood education and childcare needs for the Aʻo a Mālama project and contributing to the Hawaiʻi Island Housing Coalition's research efforts. The primary goal of the is to compile a detailed, district-specific report for the Hawaiʻi Island Housing Coalition. This report offers a month-by-month analysis of residential, commercial, and land sales, including vacancies and available rentals, across different districts.

By the end of the projects the Ambassadors: ● Built confidence and comfortability to engage with community members across different sectors and districts. ● Gained experience in data collection, analysis, and compiling. ● Gained experience scheduling and conducting interviews.

Recommendations: ● What we should continue: ○ Ongoing support from experts throughout the data collection process. ○ Access to templates to help answer questions and guide youth step by step. ● Where we might pivot: 36

○

The Housing Coalition event was unexpectedly canceled before the Ambassadors could make their scheduled presentation. This underscores the importance of securing opportunities for young individuals to showcase their findings, as it constitutes a crucial aspect of their skill-building experience.

Work-Based Learning Continuum Level 4: Training Target Activity Type: Internship linked to the training requirements for entry into a job career Activity: Mt. View Elementary School The Mountain View Elementary School Community Garden Project is an initiative focused on providing students with gardening education facilitated by Vibrant Hawaiʻi interns. Interns Chris Wong and Ben Rudo started facilitating weekly classes in November of 2023 and continued until early December of 2023. Teachers from two classes, grade 2 and grade 5, committed to having the interns teach one class each week. Mountain View Elementary School (MVES) was chosen for the pilot project due to their former garden program and keen interest in reviving it.

Outcomes: ● Educated youth about food cultivation and cultural plants. ● Increased food sovereignty and sense of place within the community. ● Improved the teaching capacity of the Vibrant Hawaii intern(s).

Recommendations: ● What we should continue: ○ Garden classes were extremely well received by both grade levels and more teachers are hoping to integrate weekly classes into their schedule. ● Where we might pivot: ○ Reaching a wider age range of students is crucial.

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Conclusion Our exploration into Hawaiʻi Island's work-based learning landscape has uncovered a widespread interest in such programming, yet many organizations are unsure of where to begin. Schools are proactively developing work-based learning initiatives, but they face challenges due to overextended teachers and administrators who are in need of support. A significant disconnect was also observed between the careers students aspire to and the job opportunities educators anticipate will be available for our youth.

To address these challenges, hiring full-time staff dedicated to coordinating work-based learning programs emerges as a key solution. These coordinators would harmonize the diverse needs of programs, businesses, schools, and educational institutions into cohesive, effective work-based learning strategies. A team of coordinators, rather than a single individual, is essential given Hawaiʻi Island's vast geography and diverse communities. Each coordinator would focus on place-based, data-driven interventions to ensure the success of work-based learning across the island.

Further recommendations include creating a centralized platform for easy access to work-based learning opportunities, addressing financial and transportation barriers, expanding practical learning experiences, and integrating work-based learning into school schedules. Collaborations between schools and local businesses, the integration of Hawaiian values, and development of virtual options are also vital.

In addition to these logistical improvements, reevaluating and adapting curriculum to meet student needs is crucial. Enhancing student choice and engagement, valuing student voice, and preparing students for diverse futures are central to fostering a work-based learning environment that is both effective and resonant with the needs of Hawaiʻi Island's youth.

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Deeper Inquiry What we did not have time to explore more deeply and what intrigued us during our research process.

Our report paints a clear picture of the current state of work-based learning opportunities on Hawaiʻi Island. From the data, we can extrapolate a clear roadmap for the types of interventions and programming that could enhance the offerings of our island's educational institutions and employers for our youth. What intrigues us about this data, yet remains unexplored, is the long-term impact of more effective WBL programming on Hawaiʻi Island. If all Hawaiʻi Island students are able to connect with mentors in industries they aspire to, are we risking creating just an army of loyal worker bees? Basic WBL programs might teach students to follow instructions precisely. However, such programs could also replicate our current workforce, failing to foster innovation in the face of our global climate emergency.

Innovative solutions won’t emerge from a supply of obedient students replicating past actions. Rather, they will come from generations of critical thinkers with socio-emotional intelligence. Cohorts of cooperative and compassionate youth will help navigate us through these challenging times.

To foster such young individuals, older generations must give away their power. We must relinquish decision-making power to the youth, providing them with the resources they ask for. We need to champion WBL programming that doesn’t just focus on current career pipelines, but rather on creating entrepreneurs and thought leaders. We should be asking our youth, “What do you want? What do you need?” and not only listen to their answers but also respect and equip them with the necessary tools.

This approach could lead to the development of systems, programs, and careers that will help pull their generation – and future generations – away from the brink of ecological collapse. Our state's motto, Ua mau ke ea o ka ʻāina i ka pono, implies that the life/sovereignty of the land is perpetuated in righteousness. Currently, the life of our land is atrophying. It's time to empower this generation to make better choices than the choices that brought us here.

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Appendix Research Methods and Activities The following details Vibrant Hawaiʻi’s project activities, methods, questions, and surveys. Vibrant Hawaiʻi put special consideration into attempting to advance equity in rural areas and for non-traditional and underrepresented students. This section may be especially useful as a guide to support any future organization looking to establish themselves as a P20 intermediary. This section is also included for transparency, so that stakeholders may be able to find weaknesses in our research and look to correct those weaknesses in continual attempts to advance equity.

Timeline of Events ●

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Vibrant Hawaiʻi Branded Booth ○ Career Fair - Pacific Media Group and the Hawaiʻi Island Chamber of Commerce Young Professionals ■ September 9th, 2023 ■ Prince Kūhiō Mall ○ Kealakehe Fun Run ■ September 16, 2023 Survey Distribution ○ Request for survey participation began in mid-September 2023. Requests for surveys continued until mid-November 2023.

Focus Groups ○ Employer focus groups took place from 4-5pm Monday - Friday September 25 to September 29th, 2023. This structure allowed the appropriate points of contact at businesses to sign up for an hour slot that worked best for them that week.

Calendly.com was used to automate and organize sign ups, reminder emails, cancellations, and thank you emails. Focus groups took place on Zoom. The focus groups were recorded and later transcribed using a software program called Otter.Ai 1:1 Discussions ○ One on one discussions with businesses took place throughout September to November.

The conversations took place on Google Hangouts or Zoom. The topics of discussion were work-based learning success stories, barriers, and recommendations.

Sample Email Language Sample Email Request for Survey Participation - Employers Vibrant Hawaiʻi is asking for your help in filling out a survey about your organization's interests,

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readiness, and potential barriers around work-based learning (WBL) experiences for Hawaiʻi Island students. It should take you just 2 minutes and 32 seconds.

As a thank you for your time, Vibrant Hawaiʻi will provide respondents with a $5 e-gift card.

If you choose to participate in a focus group, we will provide a $25 e-gift card as a thank you.

Your super valuable input will inform a WBL plan that is aligned to the unique needs and aspirations of our communities on Hawai'i Island. More info about that process, here.

We really need your contribution. We want you to know that your identity will remain anonymous in our final report. Contact information will only be used for the purpose of distributing gift cards and coordinating focus groups, should you choose to participate.

If you have any questions, please email kealii@vibranthawaii.org. You could even call or text me at 808-699-6781. ● ●

2 minute survey here More info about the WBL initiative here

Sample Email Request for Survey - Schools My name is Katie, and I’m supporting Vibrant Hawaiʻi with the development of a work-based learning plan for Hawaiʻi Island. Vibrant Hawaiʻi is a nonprofit organization that focuses on advancing equitable access to resources and opportunities, enabling residents to become change agents in their communities. I am reaching out to you and your school community to better understand how you envision work-based learning opportunities for our keiki, particularly within your moku.

Our goal is to develop a WBL plan that aligns with the unique wants and needs of each community on Hawaiʻi Island. To this end, I would like to ask for your permission to distribute brief, one-time surveys to your students, as well as teachers and staff. These surveys, which will take approximately 2-3 minutes to complete, are designed to assess interests, readiness, and potential barriers related to work-based learning opportunities.

In addition to the surveys, we are organizing one-time focus group sessions this month. These sessions aim to delve deeper into the specific WBL needs and goals of students in your moku, as well as across Hawaiʻi Island. With your permission, we would love to have members of your school participate, so that their manaʻo can be woven into our island-wide plan. As a mahalo for their contributions, participants will receive gift cards for both the survey and focus group sessions.

By November, we aim to have a draft plan ready for your review and feedback, ensuring that it accurately reflects the aspirations and needs of your community. In December, this draft plan will then be submitted to Hawaiʻi P-20 for review and recommendation for implementation.

Attached is an overview of our project. Please let me know if you have any questions. I look forward to hearing from you.

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Sample “Mahalo for participating” Email Piha ka mahalo for participating in our work-based learning survey!

We will get you your "mahalo for your time" e-gift card in the next week (we like to do them in batches) to this email address, so look out for that.

If you want to speak more on this topic, please sign up for one of our focus groups!

If you have questions, or if there were any problems with the survey, please let me know at this email address.

Thanks for helping to create a collective abundance on Hawaiʻi island.

Media & Materials Utilized Project Info sheet for Employers

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Project Info sheet for Schools

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Project Call to Action for Surveys & Focus Groups Used inline for email after feedback indicated that inline was preferred over attachments

Sample Survey Questions Employer Survey Questions 1. About how many employees work at your organization?

2. What sector, or industry cluster, does your business represent? ○ Agriculture and Food Systems ○ Astronomy and Innovation ○ Construction and Infrastructure ○ Creative Arts and Industries ○ Education, Knowledge Creation, and Workforce Development ○ Energy and Resiliency ○ Environment and Climate Change ○ Government

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○ Health and Wellness ○ Hospitality and Tourism 3. What area of Hawaiʻi Island is your company located in?

4. Are you familiar with the concept of work-based learning (WBL)?

5. Have you heard of the following initiatives and/or platforms? Please check all that apply. ○ Good Jobs Hawaʻii ○ Climb HI ○ Handshake ○ HIWEDO ○ PIPES (Pacific Internships Programs for Exploring Science) ○ Akamai Workforce Initiative ○ KōEC Dragon Den ○ None of the above 6. Has your organization ever utilized any of the above initiatives and/or platforms? If another initiative/platform, which one?

7. Does your organization have its own internal workforce-development program?

8. Would your organization be open to hosting internships, fellowships, mentoring, and/or experiential training opportunities?

9. If applicable, what are some barriers to having a work-based learning program within your organization?

10. What incentives would you like to see in order to support internships, apprenticeships, mentoring, and experiential training opportunities?

11. What other work based learning opportunities would you like to learn more about?

Educator Survey Questions 1. What is your role at the school? ○ General Education Teacher ○ Special Education Teacher ○ Administrator ○ Counselor ○ Support Staff ○ Other:______ 2. What grade level do you work with? (Select all that apply) ○ K-5 ○ 6-8 ○ 9-12 ○ Higher Education 3. Which community does your school support? ○ Kaʻū

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4.

5.

6.

7.

○ Puna ○ Hilo ○ Hāmākua ○ North Hawaiʻi ○ Kona Based on your observations, which 3 fields interest your students the most? ○ Agriculture and Food Systems ○ Astronomy and Innovation ○ Construction and Infrastructure ○ Creative Arts and Industries ○ Education, Knowledge Creation, and Workforce Development ○ Energy and Resiliency ○ Environment and Climate Change ○ Finance ○ Government ○ Health and Wellness ○ Hospitality and Tourism ○ Media and Communication ○ Real Estate and Property Management ○ Social Services ○ Technology and Engineering ○ Other:______ Which 3 types of work-based learning experiences interest your students the most? ○ Career Mentorship ○ Career Related Competitions ○ Informational Interviews ○ Job Shadowing ○ Non-paid Internships ○ Non-paid Work Experience ○ Paid Internships ○ Paid Work Experience ○ Practicum ○ Service Learning ○ Simulated Workplace Experience ○ Student-led Projects ○ Volunteering ○ Workplace Tours/Field Trips ○ Other:______ Please specify any other careers/jobs/industries that you believe your students are particularly interested in that were not listed above.

In your community, which 3 fields offer the most growth and employment opportunities?

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○ Agriculture and Food Systems ○ Astronomy and Innovation ○ Construction and Infrastructure ○ Creative Arts and Industries ○ Education, Knowledge Creation, and Workforce Development ○ Energy and Resiliency ○ Environment and Climate Change ○ Finance ○ Government ○ Health and Wellness ○ Hospitality and Tourism ○ Media and Communication ○ Real Estate and Property Management ○ Social Services ○ Technology and Engineering ○ Other:______ 8. Which of the following are available in your community? (Select all that apply) ○ Career Mentorship ○ Career Related Competitions ○ Informational Interviews ○ Job Shadowing ○ Non-paid Internships ○ Non-paid Work Experience ○ Paid Internships ○ Paid Work Experience ○ Practicum ○ Service Learning ○ Simulated Workplace Experience ○ Student-led Projects ○ Volunteering ○ Workplace Tours/Field Trips ○ Other:______ 9. What barriers prevent your students from accessing work-based learning opportunities?

(Select all that apply) ○ Academic conflicts ○ Access to broadband internet ○ Access to computer ○ Family obligations ○ Lack of information ○ Language barriers ○ Learning disabilities

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○ Limited opportunities in the field of interest ○ Other work obligations ○ Transportation issues ○ None of the above ○ Other:______ 10. What barriers prevent your students from accessing the jobs they want? (Select all that apply) ○ Academic conflicts ○ Access to broadband internet ○ Access to computer ○ Family obligations ○ Lack of information ○ Language barriers ○ Learning disabilities ○ Limited opportunities in the field of interest ○ Other work obligations ○ Transportation issues ○ None of the above ○ Other:______ 11. Do you have any suggestions to improve accessibility, broaden field options, or make work-based learning experiences more meaningful for your students?

Student Survey Questions 1. Think about these words “My Community.” Which of these best describes your community? ○ Kaʻū ○ Puna ○ Hilo ○ Hāmākua ○ North Hawaiʻi ○ Kona 2. What age group are you? ○ Intermediate (grades 6-8) ○ High School (grades 9-12) ○ Post High School 3. Do you identify as Native Hawaiian? ○ Yes ○ No 4. Which of the following opportunities are AVAILABLE in your community? ○ Career Mentorship ○ Career Related Competitions

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○ Informational Interviews ○ Job Shadowing ○ Non-paid Internships ○ Non-paid Work Experience ○ Paid Internships ○ Paid Work Experience ○ Practicum ○ Service Learning ○ Simulated Workplace Experience ○ Student-led Projects ○ Volunteering ○ Workplace Tours/Field Trips ○ Other:______ 5. Have you participated in any work-based learning experiences in the past 12 months? ○ Yes ○ No 6. Which of the following opportunities are you AWARE OF on Hawaiʻi Island? ○ Career Mentorship ○ Career Related Competitions ○ Informational Interviews ○ Job Shadowing ○ Non-paid Internships ○ Non-paid Work Experience ○ Paid Internships ○ Paid Work Experience ○ Practicum ○ Service Learning ○ Simulated Workplace Experience ○ Student-led Projects ○ Volunteering ○ Workplace Tours/Field Trips ○ Other:______ 7. Please select the top 3 industries you’re most interested in. ○ Agriculture and Food Systems ○ Astronomy and Innovation ○ Construction and Infrastructure ○ Creative Arts and Industries ○ Education, Knowledge Creation, and Workforce Development ○ Energy and Resiliency ○ Environment and Climate Change ○ Finance

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○ Government ○ Health and Wellness ○ Hospitality and Tourism ○ Media and Communication ○ Real Estate and Property Management ○ Social Services ○ Technology and Engineering ○ Other:______ 8. Please list the top 3 career/jobs you’re most interested in pursuing below.

9. What 3 types of work-based learning experiences interest you the most? ○ Career Mentorship ○ Career Related Competitions ○ Informational Interviews ○ Job Shadowing ○ Non-paid Internships ○ Non-paid Work Experience ○ Paid Internships ○ Paid Work Experience ○ Practicum ○ Service Learning ○ Simulated Workplace Experience ○ Student-led Projects ○ Volunteering ○ Workplace Tours/Field Trips ○ Other:______ 10. What barrier(s) prevent you from participating in a work-based learning experience? ○ Academic conflicts ○ Access to broadband internet ○ Access to computer ○ Family obligations ○ Lack of information ○ Language barriers ○ Learning disabilities ○ Limited opportunities in the field of interest ○ Other work obligations ○ Transportation issues ○ None of the above ○ Other:______ 11. What barrier(s) prevent you from accessing the job you want? ○ Academic conflicts ○ Access to broadband internet

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○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Access to computer Family obligations Lack of information Language barriers Learning disabilities Limited opportunities in the field of interest Other work obligations Transportation issues None of the above Other:______

Sample Focus Group Questions Employer Focus Group Questions Name / Organization / Role / MOKU you serve 1. Do you, or anyone at your organization interact with schools and students? In what capacity?

2. Tell us about a successful interaction with schools and students? What made it successful?

3. Tell us about an interaction with schools and students that was not so successful. What about the interaction left room for improvement?

4. Do you believe that connecting with Hawaiʻi island students is valuable to your organization?

In what ways is it valuable, or in what ways is that not so important.

5. There is a concept called work-based learning. Have you heard of it?

6. Work-based learning is supposed to bridge the gap between school and in-demand, high-skill careers. WBL can begin as early as elementary school and continue through college. Through structured employer engagement, WBL helps students build on their classroom-based instruction by developing and strengthening technical skills and employability skills in preparation for future careers. What are your thoughts or experiences with WBL? 7. Let’s talk about barriers. What are some barriers you see to having a more developed and robust WBL program at your organization. What are some barriers to: a. Awareness - One time interactions. Defined by adults to bring awareness to students. i.

Workplace tour ii.

Classroom guest speaker

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iii.

Community service projects iv.

Mock interviews Barriers & Success Stories b. Exploration - More than once. Strengthens the connection between academics and “real world” i.

Job shadowing ii.

Career/college advising iii.

Project presentations to industry professionals Barriers & Success Stories c. Preparation - supervised direct interactions with business over a period of time i.

Internships ii.

Extended service learning projects Barriers & Success Stories d. Training - Preps students for entry or advancement into careers. Gives a chance to develop mastery of specific skills. i.

Apprenticeships ii.

Clinicals iii.

Internships that give training requirements for entry into a job/career Barriers & Success Stories 8. Do you have any idea on how to solve these barriers? Say you have a magic wand, what would it do?

9. Did we miss anything? What is one question you wish someone would ask you?

10. If funding is limited what criteria should guide how resources are allocated?

Educator Focus Group Questions 1. What does work based learning mean to you?

2. Is work-based learning valuable? Why or why not?

3. Can you share any past experiences you’ve had with work-based learning? a. What was successful? b. What left room for improvement?

4. If you have not participated in any WBL, what’s stopping you?

5. If you could wave a magic wand, what would your dream WBL program look like?

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6.

Imagine an initiative where an intermediary is able to connect students seeking WBL with professionals interested in offering such experiences. How do you envision the structure of this initiative? a. How can it be tailored to meet the unique wants and needs of each community? b. How can we evaluate the effectiveness of such a program? c. What resources would be needed for optimal collaboration?

7. If funding is limited, what criteria do you think should guide how resources are allocated?

8. What is one question you wish someone would ask you?

Student Focus Group Questions 1. What does work based learning mean to you?

2. What kind of work-based learning opportunities interest you the most and why? (After reviewing WBL continuum as a group) 3. Have you participated in any work-based learning experiences in the past 12 months? Why or why not? a. What was successful? b. What left room for improvement?

4. Do you see value in work-based learning? Why or why not? a. If yes, how do you think work-based learning could help you in your future plans?

5. Are there any fears or past experiences holding you back from dreaming big?

6. Are there current situations or responsibilities that limit your ability to dream about the future? a. This could include family duties, part-time jobs, lacking transportation, etc.

7. Have you ever encountered comments or opinions that make you doubt your potential and future goals?

8. How do the expectations from society or your culture affect the way you think about your future goals and dreams?

9. Are there any beliefs or mindsets you hold that limit your vision of what’s possible for the future?

10. What types of support would make your work-based learning experiences more effective or enjoyable?

Needs Assessment Results Participants ●

Surveys were conducted with 1,343 students, 114 educators, and 62 employers from over 12 schools and 21 educational institutions across Hawai’i Island.

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Focus groups involved 100 intermediate and high school students, ensuring representation from across all 6 moku. These included 2 groups in Volcano (Puna district, with many students from Kaʻū), 3 in Hilo, 2 in Kona, 2 in Honokaʻa, and 1 in Kohala. Efforts to engage students from Kaʻū High School were made, but the academy director indicated that they are working independently with Hawaiʻi P-20.

Additionally, 43 educators and 35 employers from across Hawaiʻi Island participated in separate focus groups & one-on-one conversations, contributing valuable perspectives on WBL needs and interests.

Procedure ● ●

Participation was voluntary and anonymous, with ethical aspects such as data confidentiality and participation agreements duly observed.

The self-administered questionnaires, comprising 11 questions, were tailored to each demographic group.

Data Collection ● ● ●

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For the quantitative component, educators were briefed about the study's purpose and the questionnaire methodology, ensuring a clear understanding of the investigation's goals.

Students completed the questionnaire individually at their respective schools. The process was designed to be brief, taking approximately 2-3 minutes, and was conducted via Google Form.

For the qualitative aspect, 10 focus groups each for students and educators were conducted.

These discussions delved into understanding WBL from various angles, including definitions, influences on career decisions, experiences (both positive and negative), barriers to access, and strategies for improvement.

Educators were also invited via email to participate in both the surveys and focus groups, and were encouraged to facilitate student participation in these activities.

Strengths of the Needs Assessment ● ●

Broad Participation: Significant support from students, educators, and employers across all six moku contributed to a comprehensive understanding of WBL. Rich Data: The high response rate to surveys and detailed focus group discussions provided in-depth insights into the current state and potential of WBL.

Limitations of the Needs Assessment ●

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Bias Toward WBL: Given that the study focused on WBL, those who chose to participate might naturally be more inclined to view WBL favorably. This selection bias could influence the overall findings and interpretations.

Survey Completeness: While the surveys included diverse options, some areas might have been overlooked. An 'other' response option was provided to capture additional inputs.

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Needs Assessment Key Findings Student Survey Results ● ●

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Student Demographics: Available Opportunities: The majority (65.9%) identified volunteering as a readily available WBL opportunity, followed by workplace tours (44.9%), paid work experience (37.3%), and student-led projects (36.9%). Less available were practicum (9.4%), simulated work experience (17.5%), and career-related competitions (19.1%).

Participation Over the Past 12 Months: 54.5% of students had participated in WBL experiences in the past year.

Industry Interests: Top interests included Creative Arts and Industries (34.8%), Technology and Engineering (30.1%), Health and Wellness (29.6%), and Agriculture and Food Systems (23.4%).

Less interest was shown in Energy and Resiliency (6.4%) and Environment and Climate Change (11%).

Preferred WBL Experiences: Paid work experience (46.1%) and paid internships (41.8%) were highly favored, followed by volunteering (37.2%) and workplace tours (31.2%). Least popular were practicum (4.2%) and non-paid work experience (6.3%).

Barriers to Participation: Key barriers included lack of information (33.8%), transportation issues (26.2%), academic conflicts (21%), limited opportunities in the field of interest (20.6%) and family obligations (19.4%).

Educator Survey Results ●

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Educator Demographics: Among the respondents, 52.6% are general education teachers, 12.3% special education teachers, 7.9% support staff, 4.4% administrators, 2.6% counselors, with the rest classified as 'other'. In terms of grade levels, 6.1% work with grades K-5, 61.4% with grades 6-8, 38.6% with grades 9-12, and 10.5% in higher education.

Available Opportunities: Volunteering (79.8%), student-led projects (50.9%), and workforce tours (48.2%) were common in communities. Less common were practicum (9.6%) and simulated workplace experiences (13.2%).

Industry Interests: Educators identified Agriculture and Food Systems (42.1%), Health and Wellness (36.8%), Construction and Infrastructure (35.1%), Technology and Engineering (33.3%), and Creative Arts and Industries (30.7%) as top student interest areas. The least popular fields were Government (0.9%), Business (1.8%), and Real Estate and Property Management (4.4%).

Preferred WBL Experiences: Workforce Tours (56.1%), Paid Work Experience (46.5%), Paid Internships (43.9%), Student-Led Projects (30.7%), and Career Mentorship (28.9%) were most favored by students. The least popular experiences were Non-Paid Work Experience (1.8%), Informational Interviews (2.6%), and Non-Paid Internships (2.6%).

Growth & Employment Opportunities: The fields offering the most growth and employment opportunities were perceived as Agriculture and Food Systems (51.8%), Construction and Infrastructure (50.9%), Hospitality and Tourism (49.1%), Health and Wellness (29.8%), and

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Education and Knowledge Creation (28.9%). Less growth was seen in Business (0.9%), Astronomy and Innovation (3.5%), Creative Arts and Industries (3.5%), and Finance (4.4%).

Barriers to Access: Top barriers included transportation issues (80.7%), family obligations (68.4%), lack of information (64.9%), academic conflicts (50%), and limited field opportunities (49.1%). Other barriers were language barriers (36.8%), learning disabilities (30.7%), internet access (28.9%), computer access (27.2%), and other work obligations (22.8%). Additional barriers mentioned: school sports schedules, financial limitations, limited training opportunities, lack of organizational support, student motivation, local business perceptions, lack of awareness, and age restrictions.

Suggestions for Enhancing WBL: Educators advocated for more practical, hands-on activities, greater awareness of WBL opportunities, and farm-to-school initiatives. Simplifying access to WBL through centralized information platforms, addressing financial barriers, especially transportation costs, and offering academic credit for unpaid work were emphasized. Enhancing off-campus learning, strengthening school-community ties, providing professional development for staff, and improving school infrastructure were also suggested. The integration of Hawaiian values in WBL, expanding virtual options, offering dual-credit programs, organizing career outreach events and job fairs, and providing specialized support for students with disabilities were identified as beneficial steps to improve WBL inclusivity and effectiveness.

Employer Survey Results ●

Awareness: Of the 62 employers surveyed, 67.7% were familiar with the concept of work based learning. We selected 7 popular work based learning programs and/or initiatives (see list below) and asked participants if they “had heard of” any of the initiatives and/or platforms. Just over a quarter, or, 27% of respondents, had not heard of any. Of the seven WBL initiatives/platforms the top 3 that those surveyed had heard of were: 1. PIPES (Pacific Internship Program for Exploring Science) at 40.3% or 25 respondents 2. Good Jobs Hawaiʻi at 29% or 18 respondents 3. Climb HI at 24.2% or 15 respondents It should be noted that 27.4% of respondents had never heard of any of the seven initiatives and/or platforms.

“Have you heard of the following initiatives/platforms? Please check all that apply.” ○ ○ ○ ○ ○ ○ ○

Good Jobs Hawaʻi Climb HI Handshake HIWEDO PIPES (Pacific Internships Pro… Akamai Workforce Initiative KōEC Dragon Den

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○

None of the above

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Available Opportunities: Through our survey we asked employers if they had utilized any WBL programs in their organization. We also gave respondents the option to add a program not included in the list of 7 programs. Almost half of the respondents, 48.4%, had never utilized an opportunity. Of the programs that respondents had utilized the top three most utilized programs were: 1. PIPES (Pacific Internship Program for Exploring Science) at 27.4% or 17 respondents 2. Climb HI at 14.5% or 9 respondents 3. Handshake at 9.7% or 6 respondents While the data show that many of these programs seem to be underutilized, it should be noted that 40.3% or 25 respondents said that their organization had “its own internal workforce development program”. ● Industry Interests: When we asked our survey respondents if their organization would be open to hosting internships, fellowships, mentoring, and/or experiential training opportunities, only 9.7% or 6 respondents, said they would not be interested. Overwhelmingly 90.3% of our respondents expressed an openness to hosting these types of WBL opportunities either in person, virtually, or both. ● Preferred WBL Experiences: 71% or 43 employer organizations said they are interested in PREPARATION type WBL opportunities. 60% or 36 employer organizations said they are interested in AWARENESS type WBL opportunities. 55% or 33 employer organizations said they are interested in EXPLORATION type WBL opportunities. ● Barriers to Participation: Staffing was the number one barrier to participation in a work-based learning program at Hawaiʻi Island organizations. 39 respondents, or 62.9%, said that their organization did not have enough staff to handle these types of programs. The second largest barrier to WBL programming was the amount of time these programs require. 23 respondents or 37.1% said WBL programming is too time consuming. The third and fourth barriers for employer participation in WBL programming were close to evenly split, that they deserve equal consideration. 13 (19.4%) respondents said that the cost of participation is too high. 14 respondents (21%) said that the staff does not have adequate training to create effective WBL programs for students.

Comments on Draft Report This section is a collection of comments that stakeholders left on the draft version of this report. While we were not able to incorporate all of their commentary into the report itself, we felt it was relevant to have their voices heard in this section.

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Is the purpose of work-based learning to solve our climate emergency or empower our keiki to elevate their economic status and land a career on island (if they choose to) that is viable and satisfying?

I really loved the comparison charts – painted a picture I don’t think most people see especially relative to interest vs. opportunity! I’m really excited to see what grows out of this!

You all did great work in engaging and uplifting the right voices and designing a compelling framework to help state agencies create programs that better meet the needs of our communities. You make a compelling case for what is needed in a WBL intermediary for Hawaiʻi Island, and you demonstrate Vibrant Hawaiʻi's unique ability to convene stakeholders across the island and design programs that are responsive to the needs of communities.

What is your recommendation for how the entirety of Hawaiʻi Island can be served by WBL intermediaries? Do you think it is one person for the entire island? One person in conjunction with better integration with a platform like ClimbHI to create more scalable services? Two people?

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