Workforce Development Strategy for Middle Skills Certificates

1. Workforce Development Strategy for Middle Skills Certificates

2. Key Drivers • Achieving the 60% Goal • Matching Workforce Training to Industry Needs • Creating a Workforce Pipeline for New and Expanding Employers

3. 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

4. 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%

5. 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

6. Understanding the 60% Goal • Some 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

7. 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

8. 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?

9. Developing a Common Platform • Initial Steps -- • Selected the industry-driven platform. • Span of training needs to be determined.

10. Developing a Common Platform • Initial Steps -- • Selected in the industry-driven platform. • Span of training needs to be determined. • Low Hanging Fruit -- • Advanced Manufacturing

11. Developing a Common Platform • Advanced Manufacturing -- • A need to drill down?

12. Developing a Common Platform • Advanced Manufacturing -- • A need to drill down? • Yes - a broad manufacturing need for PLC training

13. 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

14. Span of Training • Industry and/or employer-specific courses • Broader industry-related courses • General education • Soft skills; Other

15. Span of Training • Industry and/or employer-specific courses • Employer defined • Employer taught? • Apprenticeships and internships

16. Span of Training • Industry and/or employer-specific courses • Broader industry-related courses • Existing courses and certificates • Stackable certificates

17. 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

18. 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

19. Additional Items for Consideration • Based on presentation to the State Board of Education, the characteristics of an industry-driven training/education system should include: • 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

20. Next Steps • Industry involvement • Effort must be industry driven • The role of advisory councils • Curriculum development • Other considerations

21. Next Steps • Identification 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

22. Next Steps • Our role – • Formation of a more formal structure • Determine participants • Provide support to industry partners • Market our product

23. 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 as • an integral part of the 60% goal