Programs Recruit, Train Workers and Youth for Critical ‘Middle Skill’ Jobs

Across the nation, policymakers, business leaders, private foundations and nonprofit groups are investing in science, technology, engineering, and mathematics (STEM) graduates to maintain a competitive U.S. workforce. From middle school math and science labs to engineering-centered summer camps and tuition reimbursement for undergraduates who pursue these fields, there is widespread support for STEM graduates.

 

The authors of a recent report from the national campaign Skills2Compete argue that while increasing the number of scientists and engineers is critical for the U.S. to remain a globally competitive force, researchers are underestimating middle skill job prospects and find that investments in these areas will likely generate important returns for the U.S. economy.

 

Refuting the notion that America’s labor force is increasingly comprised of very low and very high skilled jobs with a hollowing out in the middle, the report, America’s Forgotten Middle-Skill Jobs, calls for greater public investment to develop workforce education and training for jobs in the middle-skill range. Described as jobs requiring more than a high school diploma, but less than a four-year degree, middle-skill jobs make up 48 percent of the labor market and are projected to grow substantially over the next decade, according to data from the Bureau of Labor Statistics.

 

Many areas of the country have experienced the effects of not having a readily trained workforce, which plays a crucial role in recruiting large companies that often pay above-average wages to workers with specialized skill sets. In this issue of the Digest, we spotlight two programs in Virginia and Pennsylvania that are working directly with local companies to recruit and prepare their respective regions for the desired TBED-related jobs of the future.

 

Virginia

Faced with a projected shortage of more than 100,000 technically skilled manufacturing workers retiring over the coming decade, the Virginia Biotechnology Association and the Virginia Manufacturing Association co-led a statewide effort in early 2007 involving local employers to recruit, assess, train and certify manufacturing workers.

 

Focusing specifically on expanding the supply of qualified manufacturing technicians, the Virginia Council on Advanced Technology Skills (VCATS) discovered there was no ready-made material for training the manufacturing workers desired by local companies. VCATS partnered with the Virginia Community College System, which was already equipped to administer testing and assessments. Pulling from various sources, they created a statewide certification and assessment system based on individual competency for three technical skill levels and a training program for Level 1 Manufacturing Technicians based on input from employers. In some cases, VCATS has worked directly with the colleges to develop courses based specifically on the needs of individual companies.

 

Currently, a technical diploma that complements the VCATS certification is being developed through the K-12 system for high school graduates, and VCATS is working on a pilot program with two regions to offer dual enrollment in high schools so that students will be VCATS-certified by the time they graduate, allowing them to move directly into technically skilled manufacturing positions.

 

Initial funding for the project came from a $1.5 million national demonstration grant from the U.S. Department of Labor. However, VCATS Project Director Sheryl Bryan said sustainability through state buy-in is a major priority. VCATS is pursuing this through annual funding in the state’s budget.

 

Pennsylvania

In order to fill the pipeline for both current and future workforce needs, a program in southwestern Pennsylvania focuses on recruiting youth to manufacturing and information technology (IT) jobs by generating interest and providing hands-on learning.

 

Adventures in Technology (AIT), a collaborative project of Catalyst Connection and the Pittsburgh Technology Council, pairs high school students with manufacturing, biotech and IT companies for a 10-week project during which students design and build a product or re-engineer an existing product, process or system.

 

This year, about 30 schools are expected to participate in the program, which includes approximately 250 students. During the kickoff week, students tour the facility, learning about prospective jobs and what type of training and education is required. While there are opportunities for students to work for some of the companies directly out of high school with on-the-job training, many of the positions require additional training and two- or four-year degrees.

 

The AIT program also is being tied to the Cisco Networking Academy Program, enabling entire classrooms to be involved in a single project. Currently, one Pennsylvania school has 40 students working on a single project for a company, providing multiple strategy solutions. Catalyst Connection is hoping to expand this partnership to impact a greater number of students involved by adding a teacher professional development component. This would provide project management skills to teachers, enabling them to better lead a team of students on a project, said Scott Dietz, manager of workforce initiatives for Catalyst Connection.

 

Since its inception in 2002, funding for the program mostly has been provided through private foundations. Catalyst Connection is exploring options to diversify its funding source, making it more viable in the long-term. One option is to tie the program to the state’s Education Incentive Tax Credit, which allows companies who contribute to educational programs to receive a tax credit. Another option is to offer direct sponsorship opportunities from participating companies. Currently, there is no cost to the school or company.