H-2560.3

HOUSE BILL 2360

ByRepresentatives Slatter, Gregerson, Morgan, Leavitt, Berry, Davis, Nance, Reed, Ramel, Simmons, Paul, Ormsby, and Pollet

AN ACT Relating to creating the Washington digital empowerment and workforce inclusion act; adding new sections to chapter 28C.18 RCW; and creating a new section.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

The legislature finds that recent technological advancements, such as artificial intelligence, machine learning, cloud, and quantum computing have made the tools of digitization widely accessible and pervasive across all sectors with the ability to dramatically change the nature of work and the value of human capital in the marketplace. Workers must become adept at operating in an increasingly digitized world to perform at the highest levels of proficiency and productivity, and to influence and navigate employment and earnings potential.

Therefore, the legislature intends to establish the digital empowerment and workforce inclusion act to bring awareness to historically marginalized and underrepresented communities and to create opportunities to build confidence using technology, digital literacy education, and support for entry and professional growth in information technology-enabled careers.

(a) Administer funds for the advance equity in information technology careers mentorship program established in section 6 of this act and the reentry and targeted community workforce development program established in section 7 of this act;

(b) Support partners and contractors;

(c) Develop and maintain a performance accountability dashboard to track the state's progress in closing the disparities in technology-based employment;

(d) Develop an interactive navigation portal for jobseekers, workers, and students. The portal must:

(i) Be easily and regularly updated by industry and educational organizations;

(ii) Provide actionable information on knowledge, skills, and abilities required for high-demand information technology and information technology-enabled jobs;

(iii) Make information on relevant education and training programs for information technology and information technology-enabled jobs available, including on-the-job training and apprenticeship programs; and

(iv) Explain how education and training programs and credentials on the portal can link or stack towards higher level credentials and employment.

(2) The board shall establish a digital empowerment and workforce inclusion workforce advisory committee for the purpose of:

(a) Advising the Washington State University global campus on the curriculum and assessments for the workplace digital literacy credential;

(b) Advising policymakers on the impact of digitization and technological advancements on the state's critical industry sectors, businesses, and current and future workers; and

(c) Providing recommendations for education and training investments and support services prioritizing marginalized and underrepresented people and communities, and workers being displaced or whose jobs are degraded by technology.

(1) Establish a transparent application process and system for establishing priorities and selection criteria for local workforce development boards to receive devices under the fund;

(2) Distribute devices and funds to purchase devices to local workforce development councils; and

(3) Monitor the rules, guidelines, and effectiveness of each local workforce development council in use of the devices.

(1) Work with digital career equity act partners and other stakeholders, including community-based and tribal organizations, community and technical college adult basic programs, local workforce development boards, and public libraries to identify and assess existing digital literacy programs, curricula, assessments, and credentials, and establish a free-access repository of information for any provider organization serving marginalized and underrepresented communities across the state;

(2) Provide evaluative information about the learning objectives, cultural appropriateness for targeted populations, accessibility, usefulness and portability of credentials, and cost;

(3) Identify and fill gaps in the curricula and available materials for digital literacy;

(4) Collaborate with institutions of higher education and industry organizations to gather recommendations on the development of the digital literacy credential program and the workplace digital literacy credential; and

(5) Build on its existing credential infrastructure to include a learner employer record or digital credential wallet that can be made available to program participants and credential holders.

(1) Digital and financial literacy training;

(2) Support identifying and overcoming digital barriers;

(3) Employment services such as job searching and interviewing skills;

(4) Case management services;

(5) Placement services including post-placement support;

(6) Job skills training to include, at a minimum, community broadband and infrastructure technician, and help desk technician; and

(7) A living allowance.

--- END ---