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Analysis of the West Virginia Employment and Training Environment

Analysis of the West Virginia Employment and Training Environment. Ron Grimes – July 25, 2012. Purpose.

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Analysis of the West Virginia Employment and Training Environment

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  1. Analysis of the West Virginia Employment and Training Environment Ron Grimes – July 25, 2012

  2. Purpose This analysis was designed to determine if the current West Virginia Department of Education’s Career Technical Education (CTE) programs and the West Virginia Community and Technical College System (CTC) programs align with the State’s current and projected workforce needs and where opportunities for seamless career technical pathways exist.

  3. The study attempted to answer the following questions: • What is the education/training levels required of the current and projected West Virginia workforce? • What are the current and projected employment needs and labor supply within the West Virginia Labor Shed organized around the Federal Career Clusters and Pathways?

  4. The study attempted to answer the following questions: • Is there an oversupply or gap in preparing the workforce within the Career Pathways based on the number of annual CTE and CTC graduates? • Which Career Pathways need greater or less emphasis based on projected demand and trained labor supply?

  5. The study attempted to answer the following questions: • Which education and training programs are the best candidates for the development of seamless career pathways between CTE and the CTCs?

  6. Databases • Current and projected employment data were obtained through the Occupational Employment Statistics Report prepared by the United States Department of Labor, Bureau of Labor Statistics and the West Virginia Department of Labor • The Standard Occupational Classification (SOC) codes and Classification of Instructional Programs ((CIP) codes were utilized to crosswalk to the U.S. Department of Education’s (USDOE) Career Clusters and Pathways

  7. Databases • (CTE) completer data were provided by the West Virginia Department of Education (WVDE), Division of Technical and Adult Education, Office of Career and Technical Accountability and Support.

  8. Databases • Information from the National Center for Education Statistics (NCES) , Integrated Postsecondary Education Data Systems (IPEDS) and Higher Education Policy Commission (HEPC) was utilized to determine the completer data for public West Virginia colleges offering Certificate and Associate Degree programs

  9. Databases • Information from the National Center for Education Statistics (NCES) , Integrated Postsecondary Education Data Systems (IPEDS) and Higher Education Policy Commission (HEPC) was utilized to determine the completer data for public West Virginia colleges offering Certificate and Associate Degree programs

  10. Findings • Job Zone 1 (high school diploma or GED) – 12.7% of the current workforce, 12.1% of the projected workforce and 14.2% of the projected annual job openings • Job Zone 2 (high school diploma and CTE work skills) – 30.6% of the current workforce, 29.0% of the projected workforce and 26.1% of the projected annual job openings

  11. Findings • Job Zone 3 (advanced CTE, credentials, or Associate Degree) – 25.8% of the current workforce, 25.6% of the projected workforce and 24.0% of the projected job openings • Job Zone 4 (4-year degree) – 23.4% of the current workforce, 25.3% of the projected workforce and 37.6% of the projected annual job openings

  12. Findings • Job Zone 5 – 7.6% of the current workforce, 7.9% of the projected workforce and 8.0% of the projected job opening

  13. Federal Clusters and Pathways • Agriculture, Food and Natural Resources (Non Farm Only) • Architecture and Construction • Arts, Audio/Video Communications • Business, Management and Administration • Education and Training

  14. Federal Clusters and Pathways • Finance • Government and Public Administration • Health Services • Hospitality and Tourism • Human Services • Information Technology • Law, Public Safety, Corrections and Security

  15. Federal Clusters and Pathways • Manufacturing • Marketing • Science, Technology, Engineering and Mathematics • Transportation, Distribution and Logistics

  16. Federal Clusters and Pathways • Manufacturing • Marketing • Science, Technology, Engineering and Mathematics • Transportation, Distribution and Logistics

  17. Conclusions • The following career pathways need increased focus by public school career and technical education and/or the community and technical colleges:

  18. Conclusions • Career and Technical Education (CTE) • Food Products and Processing Systems • Telecommunications (line installers/repairers) • Restaurant and Food/Beverage Services • Lodging • Early Childhood Development and Services • Production and Logistics • Inventory Control • Transportation Operations • Warehousing and Distribution Center Operations

  19. Conclusions • Community and Technical Colleges (CTCs) • Animal Systems • Audio and Video Technology and Film • Management • Business Financial Management and Accounting • Human Resources • Teaching and Training

  20. Conclusions • Community and Technical Colleges (CTCs) • Financial and Investment Planning • Recreation, Amusements and Attractions • Counseling and Mental Health Services • Family and Community Services • Consumer Care Services • Network Systems • Correction Services

  21. Conclusions • Community and Technical Colleges (CTCs) • Emergency and Fire Management Services • Law Enforcement Services • Maintenance, Installation and Repair • Manufacturing Production Process • Engineering and Technology • Science and Mathematics

  22. Conclusions • Both CTE and CTCs • Environmental Service Systems • Construction • Maintenance Operations • Visual Arts • Marketing and Communications • Administrative and Information Support • Banking and Related Services

  23. Conclusions • Both CTE and CTCs • Insurance Services • Government and Public Administration (all pathways) • Personal Care Services • Security and Protective Services • Legal Services • Buying and Merchandising • Professional Sales and Marketing

  24. Conclusions • The data indicate it would be logical to focus the career and technical education and community and technical colleges’ efforts on creating seamless career pathways in those education/training areas that require attention at both levels (areas with the most critical training gaps and logical career progressions).

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