Improving the U.S. Workforce Development System

Establish and strengthen the awareness of career opportunities in our nation: Most graduating high schools expect to earn a bachelor’s degree for employment opportunities and to make more money, yet most jobs in the U.S. require a CTE education and associated certification. We must establish our nation’s commitment to the equality of all workers by recognizing the dignity of their contribution to society.

Revitalize our work-based learning programs: Despite the tremendous benefits associated with work-based learning, it remains a marginal education strategy in the U.S. Our nation needs to significantly improve participation in work-based learning programs by removing barriers to company participation and promoting its exposure in secondary education.

Measure performance and involvement in workforce development when awarding construction contracts – As owners recognized the importance of safety, they held their contractors to high standards of safety performance, which helped with long-term improvements in worker health and safety. Owners need to assess construction firms’ dedication and commitment to workforce development much like the industry does with safety.

Redefine how we measure the quality of our nation’s secondary education system by career and college readiness: In terms of preparing graduates of our nation’s secondary education system, “career readiness” and “college readiness” are currently used interchangeably. Although academic proficiency is essential for any post-high school achievement, career readiness is a broader concept than just preparing individuals for university studies. At a minimum, all high school graduates should be career ready. The nation’s secondary education system should be provided greater incentive to ensure the career readiness of all high school graduates.

Increase the participation of underrepresented groups in CTE: The groups that represent the greatest opportunity for new workers in the construction industry include women, minorities, and veterans. To increase the numbers of these groups within the construction industry we must increase their presence within secondary and post-secondary CTE programs. This policy helps in recruiting these individuals into construction, but the industry must do a better job of retaining these future professionals with improved worksite conditions and other incentives.

Establish and expand collaboration between industry, education, and government: Industry and business leaders directly feel the challenge of recruiting people in non-managerial roles with required skills, training, and education. To promote CTE in both secondary and post-secondary education levels, the industry has to take an active role promoting industry involvement and investment into our nation’s secondary and post-secondary Career and Technical Education (CTE) programs.

Develop more balanced funding among post-secondary Career and Technical Education versus University Systems: A sizable portion of public education and workforce funding is not effectively allocated to meet the needs of the national economy. The overall governmental funding received by Career and Technical Education programs across the U.S. has declined over the last decade. As a nation, we must increase funding available to CTE programs most needed by industry through both direct funding, incentive programs, and streamlined governmental funding programs.