Building America's Skilled Technical Workforce


Book Description

Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.




Creating a National Employment Training System


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NEAT


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Workforce Development


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This report is the product of a project called Investing in People, in which the National Conference of Legislatures and Jobs for the Future helped five states as they tried to develop and implement work force preparation and training strategies to meet the challenge of a competitive global economy. The report is organized in six sections. The introductory section explores the concepts of workplace modernization and work force development and suggests strategies for a new system of work force development. The second section summarizes the recommendations of several national organizations, including the Commission on the Skills of the American Workforce, the National Alliance of Business, and America's Choice Legislative Coalition. In the third section, the following principles for work force system design are listed: lifelong learning, school-to-work transition, skills standards, assessment and certification, developing high-performance workplaces, incentives, national and state employment and training boards, local employment and training boards, coordinated funding, one-stop shopping, case management, labor market information, market competition, and standards and outcome measures. The fourth section contains case studies of human resource delivery systems in New Jersey, Oregon, and New York, with information on the enabling legislation, structure and governance mechanisms, scope of delivery systems, and accountability measures. The following key policy considerations are examined in the fifth section: the structure and process of design and implementation, the political environment, private sector involvement, scope of integration, regulatory environment, financing issues, flexibility, portability, accountability, and capacity building. A short concluding section and a recommended reading list citing 14 items complete the report. (KC)







The Right Skills for the Job?


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This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are leaving formal general schooling or are already in the labor market: pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs). ALMPs are usually of shorter duration and target individuals who are seeking a second chance and who do not have access to TVET or OJT; these are often low-skilled unemployed or informal workers. Contrary to training-related ALMPs, pre-employment TVET is usually offered within the formal schooling track and tends to be administered by the ministries of education. The book discusses the main justifications for these programs and how they relate to market failures that can lead to underinvestment in training and misalignment between supply and demand for skills. Unfortunately, governments are also prone to failure and many of the programs that countries have adopted today are part of the problem and not the solution. This book proposes options to improve the design and implementation of current skills development systems. Clearly, the authors cannot cover all issues in detail. Training methods among TVET, OJT, and ALMP programs are quite different, ranging from classroom instruction, laboratory research, TVET workshops, and apprenticeship arrangements and internships in firms. All have different challenges and specificities. The report highlights the most important design features of the different programs and points to the main knowledge gaps and areas for future research and analysis. The book is organized into five chapters. Following this overview, chapter two introduces the policy framework that guides the analysis in the book. This framework describes the main market and government failures that require attention and identifies potential interventions to address them. Chapter's three to five then discuss the main challenges facing, respectively, TVET, OJT, and training-related ALMP programs and outlines recommendations to address them. The rest of this overview summarizes the main messages from each of the chapters and in the last section outlines the main knowledge gaps and proposes an agenda for future research and policy analysis.




Creating a National Employment Training System (Classic Reprint)


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Excerpt from Creating a National Employment Training System The subcommittee met, pursuant to notice, at 10:07 a.m., in room Sd-430, Dirksen Senate Office Building, Senator Paul Simon, presiding. Present: Senators Simon, Kassebaum, Coats, and Gregg. Opening Statement of Senator Simon Senator Simon. The hearing will come to order. We are talking about how we use our greatest asset, our human resources, and how we prepare to use those resources. I have heard our lead witness Secretary Reich say several times, and I quote him frequently in speeches, that if you are well-prepared, technology is your friend, if you are not well-prepared, technology is your enemy. We have too many people who are not well-prepared, and one of the ways we prepare people is through our employment training programs. We have too many programs. We do not coordinate as well as we can. When the Gao tells us we have 154 programs, that includes everything from Pell Grants to Job Corps. Well, we are not going to merge Pell Grants and Job Corps. But we have to do a better job than we are doing, and what we have to ask is what works well, what does not work well, and how can we do a better job. We are pleased to have a group of witnesses here today to discuss that, but before I call on the Secretary of Labor, let me call on my colleague Senator Coats. [The prepared statement of Senator Simon follows: ] Prepared Statement of Senator Simon Our country's greatest asset is its human resources. And how we invest in these resources is critical to our success as a nation. Today, American productivity is the global standard. U.S. workers remain the most productive in the world. However, other nations are advancing quickly. In 1950, for example, Japanese productivity was about 16 percent of American productivity. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.




Annual Report to the Governor


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