[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3211 Introduced in House (IH)]
<DOC>
118th CONGRESS
1st Session
H. R. 3211
To direct the Secretary of Labor to carry out a competitive grant
program to support community colleges and career and technical
education centers in developing immersive technology education and
training programs for workforce development, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
May 11, 2023
Ms. Blunt Rochester (for herself, Mr. Walberg, Mr. Soto, and Mr.
Garbarino) introduced the following bill; which was referred to the
Committee on Education and the Workforce
_______________________________________________________________________
A BILL
To direct the Secretary of Labor to carry out a competitive grant
program to support community colleges and career and technical
education centers in developing immersive technology education and
training programs for workforce development, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Immersive Technology for the
American Workforce Act of 2023''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Rural communities have unique workforce considerations
and challenges.
(2) Almost 25 percent of Americans live in rural
communities, and while urban areas have experienced job and
population growth, rural communities face static or declining
populations and job decline.
(3) Rural communities were hit harder and recovered more
slowly than urban centers during the 2007-2008 recession and
have experienced more economic depression and decline in
college enrollment due to the COVID-19 pandemic.
(4) Rural communities historically have lower rates of
postsecondary education, which is a barrier to traditional
employment in industries like agriculture and manufacturing.
(5) The World Economic Forum's Future of Jobs report
estimates that by 2025 over half of all employees will require
``significant'' reskilling creating a significant demand for
workforce development and training programs.
(6) Immersive technologies are proving effective in helping
rural communities tackle these challenges.
(7) Technologically mediated training can include extended
reality (XR) tools (such as augmented reality, virtual reality,
mixed reality, and high-tech simulations), which are
increasingly valued as resources to train workers in industries
ranging from manufacturing to health care, agriculture to
construction, and clean energy to public safety.
(8) Use of immersive technology permits on-site training
and continued education, promotes efficiency, aids recruiting
as well as retention, improves communication and collaboration,
and increases safety.
(9) Immersive technologies allow workers to train directly
under the supervision and tutelage of more experienced experts
who are located outside of the local community.
(10) These technologies help workers remain well equipped
for the demands of the modern economy. As the need for
reskilling increases, so will the need for technologies which
support American workers rather than replace them.
(11) Building in accessibility features in immersive
technology for usability by individuals with disabilities,
including disabled veterans, allows inclusive immersive
technology to benefit more workers.
(12) Community colleges, area career and technical
education centers, and other training providers are uniquely
positioned to support rural communities in skills development
and workforce training.
(13) People without a postsecondary credential are 4 times
more likely to have a job that can be lost to automation than
those who have one, increasing their need to learn new skills
in order to remain competitive and employable.
(14) Community colleges provide education at a lower cost,
with most graduates incurring no student debt.
(15) In addition to providing lower cost workforce
development training and skills education applicable across a
range of roles and occupations, community colleges serve as
large regional employers and critical community hubs.
(16) Offering grants to community colleges and area career
and technical education centers in rural areas to develop and
provide immersive technology training programs will help rural
communities or significantly serve rural areas in the short
term and position them for success in the longer term.
(17) Despite their proven value, community colleges and
area career and technical education schools bear significant
funding limitations and shortages.
(18) Providing immersive technology training programs
through community colleges can help rural communities retain
local talent, whether by providing qualification for new local
jobs or for remote employment opportunities with companies
headquartered in urban centers that are struggling to fill
jobs.
(19) Ensuring the accessibility of immersive technology
training tools can expand opportunities for people with
disabilities to learn and work from wherever they reside. Given
that some people with disabilities choose remote options to
meet their access needs, it is critical to make immersive
technology training tools accessible to everyone.
(20) Immersive technology training partnership with
community colleges and area career and technical education
schools also complements recent Federal funding for broadband
connection and physical infrastructure, the two other biggest
hurdles facing rural students and workers seeking reskilling or
upskilling.
SEC. 3. GRANTS FOR IMMERSIVE TECHNOLOGY AND EDUCATION WORKFORCE
TRAINING PROGRAMS AND CAREER PATHWAYS.
(a) In General.--Not later than one year after the date of
enactment of this section, from the amounts appropriated to carry out
this section, the Secretary of Labor shall award grants, on a
competitive basis, to eligible entities to carry out immersive
technology education and workforce training programs or career pathways
that use immersive technology.
(b) Use of Funds.--An eligible entity receiving a grant under this
section shall use such grant for at least one of the following:
(1) To develop and implement or improve an immersive
technology education and workforce training program, or a
related policy, program, or other activity that uses immersive
technology that--
(A) facilitates the transfer of academic credits
(including for courses in the same field or program of
study) between covered community colleges and other
institutions of higher education, including other
covered community colleges; and
(B) develops or enhances supportive services for
students enrolled in such a program or activity.
(2) The creation or alignment of a career pathway that
provides a sequence of education and occupational training that
leads to a recognized postsecondary credential, including a
program or activity that--
(A)(i) includes integrated education and training
that uses immersive technology; and
(ii) is designed to increase the provision of
workforce training for students (including individuals
who are members of the Armed Forces and veterans) in
order to facilitate the entry of such students into in-
demand industry sectors or occupations; or
(B) enables the training of instructors in the use
of immersive technology in education and workforce
training programs.
(3)(A) To develop and implement, in consultation with one
or more of the entities described in subparagraph (B), an
immersive technology education and training program, which--
(i) is accessible to individuals with a disability,
disabled veterans, and individuals with a barrier to
employment; and
(ii) applies current and emerging accessibility
standards for extended reality technologies to provide
physical and programmatic accessibility, in accordance
with section 188 of the Workforce Innovation and
Opportunity Act (29 U.S.C. 3248).
(B) The entities described in this subparagraph shall
include one or more of the following:
(i) A disability advocacy group.
(ii) A researcher working on inclusive design and
accessibility.
(iii) A consultant of inclusive design and
accessibility.
(iv) An extended reality platform manufacturer,
software developer, or content developer.
(c) Duration of Grants.--A grant awarded under this section shall
be for a period of not more than 5 years, except that in the case of an
eligible entity that has carried out a program or activity with such a
grant that meets the criteria for satisfactory progress on performance
indicators as determined under subsection (h)(1) for the initial 5-year
grant period, the Secretary may award an additional grant under this
section to such eligible entity.
(d) Application.--An eligible entity seeking a grant under this
section shall submit to the Secretary an application at such time, in
such manner, and containing such information as the Secretary may
require.
(e) Priority.--In awarding grants under this section, the Secretary
shall give priority to any eligible entity that--
(1) is working with, or in carrying out a program or
activity to be funded with such a grant plans to work with, an
industry or sector partnership that prioritizes the hiring of
individuals who have obtained a recognized postsecondary
credential as a result of the program or activity; or
(2) submits an application under subsection (d) that
demonstrates--
(A) alignment with--
(i) the State plan under section 102 or 103
of the Workforce Innovation and Opportunity Act
(29 U.S.C. 3112; 3113) of a State in which the
eligible entity will be carrying out a program
or activity to be funded with such a grant;
(ii) the local plan under section 108 of
the Workforce Innovation and Opportunity Act
(29 U.S.C. 3123) of a local area in which such
a program or activity will be carried out; or
(iii) the State plan under section 122 of
the Carl D. Perkins Career and Technical
Education Act of 2006 (20 U.S.C. 2342) with
respect to a State in which such a program or
activity will be carried out;
(B) with quantitative data and evidence, the extent
to which the program or activity to be funded by such a
grant will meet the needs of employers;
(C) how such a program or activity will target a
specific in-demand industry sector or occupation which
has a skills gap;
(D) how such a program or activity will retrain
workers from an industry sector that is experiencing
decreasing employment;
(E) how such a program or activity will target
individuals with barriers to employment;
(F) how such a program or activity will serve an
area of substantial unemployment (as defined in section
132(b)(1)(B) of the Workforce Innovation and
Opportunity Act (29 U.S.C. 3172(b)(1)(B))); or
(G) how such a program or activity will serve a
rural area.
(f) Reports.--
(1) Report to the secretary.--Each eligible entity
receiving a grant under this section shall submit to the
Secretary a report for each year of the grant period for such
grant that includes a description of each program and activity
funded under the grant, including--
(A) the levels of performance achieved for each
indicator of performance under section 116(b)(2)(A)(i)
of the Workforce Innovation and Opportunity Act (29
U.S.C. 3141(b)(2)(A)(i)), disaggregated, with respect
to the participants of such program or activity, by
age, race or ethnicity, gender, each subpopulation of
individuals with barriers to employment, and status as
a low-income individual; and
(B) in a case of an eligible entity that works with
an industry or sector partnership in carrying out such
a program or activity, the role of such partnership in
carrying out the program or activity.
(2) Report to congress.--Not later than 1 year after the
first grant is awarded under this section and biennially
thereafter, the Secretary shall submit to Congress a report
that includes a summary of the information submitted under
paragraph (1) for the most recent 2-year period.
(g) Evaluation.--The Secretary shall reserve not less than 1
percent and not more than 5 percent of any amounts made available for
each fiscal year to conduct a rigorous, independent evaluation of, and
technical assistance for, the programs and activities carried out under
this section.
(h) Satisfactory Progress.--
(1) Determination of criteria.--The Secretary of Labor, in
coordination with the Secretary of Education, shall determine
the criteria for satisfactory progress on the indicators of
performance under section 116(b)(2)(A)(i) of the Workforce
Innovation and Opportunity Act (29 U.S.C. 3141(b)(2)(A)(i)) for
programs and activities funded by grants awarded to eligible
entities under this section.
(2) Cessation of funds.--The Secretary may not provide
funds to any eligible entity under a grant under this section
after the third year of the grant period unless each program
and activity carried out by the eligible entity with the grant
has met the criteria for satisfactory progress for the first 3
years of such grant period, as determined under paragraph (1).
(i) Best Practices.--The Secretary, in coordination with the
Secretary of Education and each eligible entity that receives funds
under grants awarded under this section after the third year of the
grant periods for such grants, shall--
(1) establish best practices for using immersive technology
in workforce training and education programs; and
(2) publish such best practices on a publicly available
website of the Department of Labor.
(j) Definitions.--In this section:
(1) Covered community college.--The term ``covered
community college'' means--
(A) a public institution of higher education (as
defined in section 101(a) of the Higher Education Act
(20 U.S.C. 1001(a))), at which--
(i) the highest degree awarded is an
associate degree; or
(ii) an associate degree is the most
frequently awarded degree;
(B) a branch campus of a 4-year public institution
of higher education (as defined in section 101 of the
Higher Education Act of 1965 (20 U.S.C. 1001)), if, at
such branch campus--
(i) the highest degree awarded is an
associate degree; or
(ii) an associate degree is the most
frequently awarded degree;
(C) a 2-year Tribal College or University (as
defined in section 316(b)(3) of the Higher Education
Act of 1965 (20 U.S.C. 1059c(b)(3))); or
(D) a degree-granting Tribal College or University
(as defined in section 316(b)(3) of the Higher
Education Act of 1965 (20 U.S.C. 1059c(b)(3))) at
which--
(i) the highest degree awarded is an
associate degree; or
(ii) an associate degree is the most
frequently awarded degree.
(2) Eligible entity.--The term ``eligible entity'' means a
partnership between or among a local board or State board and--
(A) a covered community college;
(B) an area career and technical education school;
(C) a postsecondary vocational institution (as
defined in section 102(c) of the Higher Education Act
of 1965 (20 U.S.C. 1002(c))); or
(D) a consortium of such colleges, schools, or
institutions.
(3) Immersive technology.--
(A) In general.--The term ``immersive technology''
means tools (including extended reality, virtual
reality, augmented reality, and mixed augmented
reality) that integrate the physical environment with
digital content to support user engagement.
(B) Virtual reality.--The term ``virtual reality''
means an immersive technology tool that occludes a
user's physical surroundings with a simulated
environment, such as a construction site, a subway
system, a coastal floodplain, or an energy grid.
(C) Augmented reality.--The term ``augmented
reality'' means an immersive technology tool that
layers computer-generated imagery onto a user's view of
the physical world, thus providing a composite view.
(D) Mixed reality.--The term ``mixed reality''
means an immersive technology tool that blends
augmented and virtual reality, allowing users to
experience simulated content within