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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.
With the United States' choice for future employment being "high skills or low wages," the challenge to business and industry is to build, in partnership with public agencies, a cohesive management system that would invest in three critical areas of the work force: building a strong foundation of basic skills to help noncollege-bound youth enter the work force; providing continuing education and training for workers; and building a better "second chance" training and education system for working-age youth and adults who face special barriers to employment. To meet this challenge, the National Alliance of Business (NAB) proposes that business and government in each state and local community develop a "work force investment system" that links existing training and education institutions in an effective partnership to build a highly skilled, high performance labor force. If such a system is to be real and permanent, it should be built on guiding principles such as ease of access, broad inclusiveness, public-private partnership, market base, and concerted action at the national, state, and local levels. A proposed work force investment system model for the future couples delivery system reform with a broader role in the labor market for that system. Such a system would be characterized by a common point or points of intake, individualized assessment of clients to determine their service needs, a form of case management to see participants through the system, and a common system of placement that employers could readily access. Present federal and federal-state programs could be integrated into such a program, and local businesses would take the initiative to structure local solutions to problems confronting the mainstream work force. This model is appropriate and could be attainable for the U.S. labor market. (This report describes several state work force investment systems and local programs as well as the Training and Enterprise Councils system in Great Britain.) (KC)
A roadmap for how we can rebuild America's working class by transforming workforce education and training. The American dream promised that if you worked hard, you could move up, with well-paying working-class jobs providing a gateway to an ever-growing middle class. Today, however, we have increasing inequality, not economic convergence. Technological advances are putting quality jobs out of reach for workers who lack the proper skills and training. In Workforce Education, William Bonvillian and Sanjay Sarma offer a roadmap for rebuilding America's working class. They argue that we need to train more workers more quickly, and they describe innovative methods of workforce education that are being developed across the country.

Workforce Investment Act

United States. Congress. House. Committee on Education and Labor. Subcommittee on Higher Education, Lifelong Learning, and Competitiveness

Published: 2008

Total Pages: 72


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The book begins with the premise that workforce education is a global issue and is becoming increasingly competitive. It is important for the reader to understand the concept of work historically, as well as its meaning and implications to individuals. Understanding this history leads to better instruction, education, and training, which can solve many human performance problems in the workplace. Workforce Education, Occupational, Training, Instruction or Career Education, Voca-tional Education or Technical Education is used interchangeably throughout this book. The concept of today’s workforce development is universal. As a college professor, I believe I have an ethical obligation to promote learning, to ensure health and safety, to protect the public and private trust, and to promote the transfer of learning. A second premise of this book is that there are common issues and problems in the workplace. This book provides, in a single volume, the knowledge base common to all work settings for today’s students, regardless of their specialty. Thus, the book was designed for students to think globally and to understand how to be and what it takes to be competitive in the global economy.