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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.
This work brings together articles and papers by union leaders, activists, social scientists, and educators to provide an overview of the field of worker education. Along with presenting the major historical models of worker education, the book addresses the present issues confronting worker educators today. The book's final sections present alternative models of worker education that illustrate a variety of approaches currently being employed. All selections found in this volume represent original contributions not published elsewhere. The first section of the book considers the field of worker education from four levels of social determinism: institutional, ideological, pedagogical, and personal. The second part focuses on three historical stages of worker education. The articles cover the early radical phase of worker education, the period of union-university cooperation, and the current, dominant union-sponsored model of worker education. The third section considers issues which have risen from worker education's history, institutional configurations, and worker education's place in modern American society. The final section of the book presents evaluations of working alternatives to the dominant models of worker education. The authors not only discuss specific programs and institutions, but they do so in the context of the historical models outlined in the first two sections and the issues raised in Part 3. This book will be of value to students of the social science and education disciplines, adult and labor educators, trade unionists, and others interested in this burgeoning field.