Workforce Development – The Middle Skills Challenge

1. Workforce Development – The Middle Skills Challenge

2. Workforce Development – The Middle Skills Challenge “Middle-skill” jobs are those that generally require some education training beyond high school but less than a bachelor’s degree. These postsecondary education or training requirements can include associate’s degrees, vocational certificates, significant on-the-job training, previous work experience, or some college, but less than a bachelor’s degree. Brookings Institution – Center on Children and Families

3. Workforce Development – The Middle Skills Challenge Middle-skill jobs, which require more than high school, but not a four-year degree, make up the largest part of America's labor market. All too often, key industries in our country are unable to find enough sufficiently trained workers to fill these jobs. As a result, job creation and economic growth are stifled. We can’t afford that – particularly now – in our country. National Skills Coalition

4. Workforce Development – The Middle Skills Challenge Three and half years after the Great Recession officially ended, unemployment in the United States remains stubbornly high. Yet many employers still struggle to fill certain types of vacancies, especially for so-called middle-skill jobs – in computer technology, nursing, high-skill manufacturing, and other fields – that require postsecondary technical education and training and, in some cases, college math courses or degrees. Currently in the US about 69 million people work in middle-skills jobs, representing roughly 48% of the labor force. Harvard Business Review

5. Idaho Jobs – 2018(Carnevale Projection) High School Dropouts 84,000 10.2% High School Graduates 235,000 28.6% Some College, No Degree 222,000 27.0% Associate Degree 81,000 9.8% Bachelor's Degree 146,000 17.7% Graduate Degree 55,000 6.7% 823,000 100.0%

6. Idaho Jobs – 2018(Carnevale Projection) 823,000 projected jobs

7. Idaho Jobs – 2018(Carnevale Projection) 25-34 Age As a % As a % Group of Post- 2018 Totalof TotalExtrapolationSecondary High School Dropouts 84,000 10.2% 22,454 High School Graduates235,00028.6% 62,819 Sub-Total 319,00038.8%85,273 Some College, No Degree 222,00027.0% 59,344 44.0% Associate Degree 81,0009.8% 21,652 16.1% Bachelor’s Degree 146,000 17.7% 39,028 29.0% Graduate Degree 55,0006.7% 14,70310.9% Sub-Total504,00061.2%134,726 Total823,000100.0%220,000100.0%

8. Idaho Jobs – 2018(Carnevale Projection) Board Targets Carnevale Some College/ One-Year Certificate14,164 11.0% 59,344 44.0% Associate Degree 42,296 32.8% 21,652 16.1% Bachelor’s/Graduate Degrees72,56856.2%53,73139.9% Total129,028100.0% 134,727100.0%

9. Idaho Jobs – 2018(Carnevale Projection) 134,727 129,028

10. The One-Year Certificate Benchmark Should a one-year certificate be the benchmark for measuring the minimum level of postsecondary achievement in meeting the Board’s 60% goal?

11. Carnevale - The Conflict Between Occupations Training and Industry Training “Demand for workers with postsecondary qualifications is tied tightly to occupations and the skills they require and more loosely to the industries in which they reside.” Carnevale

12. Carnevale – Occupations Groupings • Healthcare professional and technical • Education • STEM • Community services and arts • Managerial and professional office • Sales and office support • Healthcare support • Food and personal services • Blue collar

14. Carnevale – Projected 2018 Jobs by Occupation # of % of Some College, No Degree Jobs Jobs Cumulative Office and Administrative Support 13,130 22.1% 22.1% Sales 8,039 13.5% 35.6% Management 4,823 8.1% 43.7% Food Preparation and Serving 4,823 8.1% 51.8% Construction and Extraction 3,484 5.9% Production 3,216 5.4% Transportation and Material Moving 2,948 5.0% Installation, Maintenance, and Equipment Repair 2,680 4.5% Healthcare Support 2,412 4.1% Personal Care 1,876 3.2% Education 1,876 3.2% Healthcare Practitioners 1,608 2.7% Buildings and Grounds Cleaning and Maintenance 1,608 2.7% Protective Services 1,340 2.3% Computer and Mathematical Science 1,072 1.8% Business Operations Specialty 1,072 1.8% Art, Design, Entertainment, Sports, and Media 804 1.4% Financial Specialists 536 0.9% Farming, Fishing and Forestry 536 0.9% Engineers and Technicians 536 0.9% Community and Social Services 536 0.9% Life and Physical Scientists 268 0.5% Legal 268 0.5% Social Scientists - 0.0% Architects and Technicians - 0.0% Total59,488 100.0%

15. Carnevale – Postsecondary Education Expenditures Employer-provided informal training $313 billion (40.5%) Employer-provided formal training 141 billion (18.3%) Industry certifications 25 billion ( 3.2%) Apprenticeships 6 billion ( 0.7%) Public job training 16 billion ( 2.1%) Sub-Total$501 billion (64.9%) Four-year public colleges and universities $144 billion (18.7%) Four-year private colleges and universities 89 billion (11.5%) Two-year public colleges and universities 38 billion ( 4.9%) Two-year private colleges 0.3 billion (<0.1%) Sub-Total$271 billion (35.1%) Total$772 billion

16. Declining Employer Investment in Training • Key Reasons: • Recession • Migratory employees – less loyalty • Decreasing union involvement in apprenticeships

17. Options for Meeting Workforce Development Needs • Private/public partnerships in developing certificate programs tailored to industry needs • Apprenticeship and internships • Further integration of professional-technical training in high schools

18. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models • Ability to “test out” for participants with training or experience • Required individual learning plans monitored by counselors or mentors • Integration of general education requirements for writing, math and other areas tailored to occupation type and industry • Transferability to higher-level degrees • Low-cost programs with financing options

19. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization

20. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements

21. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education

22. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training

23. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models

24. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models • Ability to “test out” for participants with training or experience

25. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models • Ability to “test out” for participants with training or experience • Required individual learning plans monitored by counselors or mentors

26. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models • Ability to “test out” for participants with training or experience • Required individual learning plans monitored by counselors or mentors • Integration of general education requirements for writing, math and other areas tailored to occupation type and industry

27. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models • Ability to “test out” for participants with training or experience • Required individual learning plans monitored by counselors or mentors • Integration of general education requirements for writing, math and other areas tailored to occupation type and industry • Transferability to higher-level degrees

28. 10 Characteristics of an Industry-Driven Training/Education System • A combination of general occupations-based training with specific industry specialization • Technical training outcomes based on industry requirements • The ability to combine quick-start employment with continuing, more in-depth education • A hybrid delivery model combining instructor contact, online learning, and clinical/lab/hands-on training • Training that deemphasizes “seat time” or “bricks and mortar” delivery models • Ability to “test out” for participants with training or experience • Required individual learning plans monitored by counselors or mentors • Integration of general education requirements for writing, math and other areas tailored to occupation type and industry • Transferability to higher-level degrees • Low-cost programs with financing options

29. Creating the Idaho Certificate Three components: Occupation-based training Specialized industry-based training General education

30. Creating the Idaho Certificate Sample Certificate – Manufacturing - CNC Numerical control (NC) is the automation of machine tools that are operated by abstractly programmed commands encoded on a storage medium, as opposed to controlled manually via handwheels or levers, or mechanically automated via cams alone. Most NC today is computer numerical control (CNC), in which computers play an integral part of the control. In modern CNC systems, end-to-end component design is highly automated using computer-aided design (CAD) and computer-aided manufacturing (CAM) programs. The programs produce a computer file that is interpreted to extract the commands needed to operate a particular machine via a postprocessor, and then loaded into the CNC machines for production. Since any particular component might require the use of a number of different tools – drills, saws, etc., modern machines often combine multiple tools into a single "cell". In other cases, a number of different machines are used with an external controller and human or robotic operators that move the component from machine to machine. In either case, the complex series of steps needed to produce any part is highly automated and produces a part that closely matches the original CAD design.

31. Creating the Idaho Certificate • Industry-specific training • Existing industry certificates – preferably stackable • Specific manufacturing applications identified by industry partners • Specific equipment training, also identified by industry partners

32. Creating the Idaho Certificate • General education • Math and reading courses integrated with occupation-based training, particularly technical manuals • Case studies used for development of critical thinking, reading and writing, with an emphasis on manufacturing industries and firms • Social science courses connecting historical and current issues, again with an emphasis on manufacturing

33. Workforce Development – The Middle Skills Challenge • Many pieces are in place or under development • Department of Labor grants • Strategy for engaging industry • Board leadership

34. Workforce Development – The Middle Skills Challenge • The advisory role of the Workforce Development Council • Assistance in facilitating industry engagement • What feedback do you have for Board Member Edmunds, the State Board, and DPTE?