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Practices with Promise Success Story

Submitted By: Brooks Ohlson, DSN, Global Trade & Logistics, CCC

North/Far North Region Hosts Summit to Highlight Importance of Global Trade

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Counselors/Supporting Staff to Student, External Certification Seekers, Faculty/Teachers, Lifelong Learning Students, Skills-Builders Students
  • Sector(s): Global Trade & Logistics
  • Momentum Point(s) & Leading Indicators : MP 33, MP 34, LI 6 (click here for description)
  • Regions Involved: Greater Sacramento, Northern Inland
  • Colleges Involved: American River College, Butte College, Cosumnes River College, Folsom Lake College, Sacramento City College, Sierra College, Woodland Community College, Yuba College
  • Other Organizations: North/Far North Consortium; Los Rios CCD; US Department of Commerce Commercial Service; CA Chamber of Commerce; Sacramento Area Commerce & Trade Org.; US SBA and Small Business Development Centers

The Challenge

Provide information about the role and importance of global trade and exports to faculty and the education and workforce and economic development communities. Enhance awareness of the role global trade and exports play in increasing business revenues and jobs.

The Solution

In April 2014 the North/Far North Consortium hosted the North/Far North Global Trade Summit. Topics included the role of global trade and foreign investment in regional economic development strategies; the U.S. Government’s role in supporting export activities of U.S. businesses and the resultant growth in business revenue, jobs, and local economic prosperity; President Obama’s National Export Initiative and his new “Made in Rural America” export initiative; and the need for the education sector to “globalize” its curriculum. Speakers included the National Director of U.S. Operations of the U.S. Department of Commerce Commercial Service as well as the SVP for the Sacramento Area Commerce & Trade Organization.


Stakeholders with an interest in workforce and economic development, including attendees from education, industry, and the political sphere, attended the summit. Faculty and college administrators learned about the important role of global trade to jobs, new revenues, and economic growth in local communities and about how important it is to prepare a workforce with global trade awareness and global fluency. Businesses who attended were able to meet with federal and regional service providers of export consulting, export research, and market preparation. They were also able to learn about new business strategies and about where to go for assistance with their global business needs.

The Data

64 people attended the meeting, which was recorded for statewide dissemination by the U.S. Department of Commerce.

Supporting Information

North-Far North Global Trade Summit Brochure

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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