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Workforce Development Strategy for Middle Skills Certificates. Key Drivers. Achieving the 60% Goal Matching Workforce Training to Industry Needs Creating a Workforce Pipeline for New and Expanding Employers. Middle Skills Working Group. Original Participants -- - PowerPoint PPT Presentation
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Workforce Development Strategy for Middle Skills
Certificates
Key Drivers
• Achieving the 60% Goal• Matching Workforce Training
to Industry Needs• Creating a Workforce
Pipeline for New and Expanding Employers
Middle Skills Working Group
Original Participants --• Professional Technical Education• Department of Labor• Department of Commerce• College of Western Idaho• State Board of Education• AFL-CIO and Others
Industry – The Missing Link
Understanding the 60% Goal
• Based on 2010 Georgetown Report (Carnevale)
• Originally targeted 61.2% of workforce as requiring post-secondary training
• In 2012 report, now increased to 67.6%
Understanding the 60% Goal
Some college, no degree – Carnevale estimate of workforce requirement• 2010 – 44.0% of 61.2%, or
26.9% of total workforce• 2012 – 40.9% of 67.6%, or
27.6% of total workforce
Understanding the 60% GoalSome college, no degree – various definitions• Carnevale - more than a high
school diploma, less than an associate’s degree – reflects need for technology requirements of today’s workplace
• SBOE classed as one-year certificate
• Need for a consistent “Idaho” definition – one-year certificate does not adequately reflect workforce needs
Developing a Common Platform
Disruptive Innovation - moving beyond the traditional seat-time, bricks and mortar model• Limitations of current accreditation and
financial aid requirements• Responsiveness to industry needs
Demonstrate to industry the ability to meet their workforce training needs
Identify a “low hanging fruit” target
Developing a Common Platform
Questions to be answered before starting:
• Is the platform driven by industry requirements or occupation training (Carnevale)?
• What is the span of training –• Industry and/or employer-specific
courses?• Broad industry-related courses?• General education?• Soft skills? Other?
Developing a Common Platform
Initial Steps --• Selected the industry-driven platform.• Span of training needs to be
determined.
Developing a Common Platform
Initial Steps --• Selected in the industry-driven platform.• Span of training needs to be
determined.
Low Hanging Fruit -- Advanced Manufacturing
Developing a Common Platform
Advanced Manufacturing --• A need to drill down?
Developing a Common Platform
Advanced Manufacturing --• A need to drill down?• Yes - a broad manufacturing
need for PLC training
Developing a Common Platform
Advanced Manufacturing --• A need to drill down?• Yes - a broad manufacturing
need for PLC training• Currently met by cross training
electricians
Span of Training
• Industry and/or employer-specific courses
• Broader industry-related courses• General education• Soft skills; Other
Span of Training
Industry and/or employer-specific courses• Employer defined• Employer taught?• Apprenticeships and internships
Span of Training
Industry and/or employer-specific courses
Broader industry-related courses• Existing courses and certificates• Stackable certificates
Span of Training
Industry and/or employer-specific courses
Broader industry-related courses
General education• Math, writing and reading adapted to
industry -- making the learning relevant
Span of Training
Industry and/or employer-specific courses
Broader industry-related courses
General education
Soft skills; Other• Definition of soft skills• Applicable to any workforce training
Additional Items for Consideration
Based on presentation to the State Board of Education, the characteristics of an industry-driven training/education system should include:
1. A combination of general occupations-based training with specific industry specialization
2. Technical training outcomes based on industry requirements3. The ability to combine quick-start employment with continuing, more in-depth
education4. A hybrid delivery model combining instructor contact, online learning, and
clinical/lab/hands-on training 5. Training that deemphasizes “seat time” or “bricks and mortar” delivery models6. Ability to “test out” for participants with training or experience7. Required individual learning plans monitored by counselors or mentors8. Integration of general education requirements for writing, math and other areas
tailored to occupation type and industry9. Transferability to higher-level degrees10. Low-cost programs with financing options
Next Steps
Industry involvement• Effort must be industry
driven• The role of advisory councils• Curriculum development• Other considerations
Next StepsIdentification of existing programs, models and options• CSI - food processing• NIC - forest products, aerospace• CWI - diesel mechanics• Apprenticeship and internship
programs• PTE programs and models• IDOL and USDOL programs• AFL-CIO• Other
Next Steps
Our role –•Formation of a more formal structure•Determine participants•Provide support to industry partners•Market our product
Maintaining the Vision• Industry-driven workforce
development• A successful platform – scalable,
sustainable, adaptable• Expand platform to workforce
training in other industries• Establish Middle Skills training
asan integral part of the 60%
goal