Community YouthMapping: Female Youth Voices through Empowerment and Workforce Preparation

ERIC Educational Resources Information Center

Zedan, Shoroke H.

2007-01-01

The structure and admission policy of secondary and postsecondary education in Egypt constitutes a culture of great prestige in general school and university education, as opposed to vocational school and technical education. Youth mainly from rural and underdeveloped urban areas enroll in technical education. Because of poverty, many girls and…

77 FR 69579 - Proposed Requirements, Definitions, and Selection Criteria-Native American Career and Technical...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-20

... to support secondary school career and technical education programs. Any Indian tribe, tribal... education schools, local workforce investment boards, business and industry, and intermediaries, as well as... State in which the applicant is located has established under the Elementary and Secondary Education Act...

Career and Technical Education. 2015 Annual Report

ERIC Educational Resources Information Center

Utah System of Higher Education, 2015

2015-01-01

Career and Technical Education (CTE) is a key ingredient to meet the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce development needs. This…

CTE Alignment with 21st Century Skills

ERIC Educational Resources Information Center

Drysielski, Robert

2015-01-01

Career and technical education generally has focused on helping people to understand the relationship between education and work to acquire employment skills. There is a need for action to ensure that the programs being offered in Career and Technical Education (CTE) align with the needs of the 21st century workforce. This research will attempted…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students with Disabilities. Working Paper 177

ERIC Educational Resources Information Center

Theobald, Roddy; Goldhaber, Dan; Gratz, Trevor; Holden, Kristian L.

2017-01-01

We use longitudinal data on all high school students in Washington State, including postsecondary education and workforce outcomes, to investigate predictors of intermediate and postsecondary outcomes for students with disabilities. We pay particular attention to career and technical education (CTE) enrollment and the extent of inclusion in…

Career and Technical Education. 2016 Annual Report

ERIC Educational Resources Information Center

Utah System of Higher Education, 2016

2016-01-01

Career and Technical Education (CTE) is a key ingredient to meet the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce development needs. This…

NASA's Elementary and Secondary Education Program: Review and Critique

NASA Technical Reports Server (NTRS)

Quinn, Helen R. (Editor); Schweingruber, Heidi A. (Editor); Feder, Michael A. (Editor)

2008-01-01

The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics and Space Administration (NASA), are being looked to as a resource for enhancing precollege STEM education and bringing more young people to scientific and technical careers. For NASA and other federal science agencies, concerns about workforce and public understanding of science also have an immediate local dimension. The agency faces an aerospace workforce skewed toward those close to retirement and job recruitment competition for those with science and engineering degrees. In addition, public support for the agency s missions stems in part from public understanding of the importance of the agency s contributions in science, engineering, and space exploration.

Career and Technical Education: Pursuing a Pipeline for the New Green-Collar Workforce

ERIC Educational Resources Information Center

Arnett, Sally E.; Kozlowski, Patti; Peach, Peggy; Varela, Erika

2009-01-01

As the white- and blue-collar jobs are thinning because of the economic downturn, the economy is being rejuvenated by a new color of collar jobs--green. Green jobs encompass a range of skills, educational backgrounds and occupational profiles. The green industry has been recognized as a high-growth workforce sector because of the demand for…

Basic Education for Adults: Pathways to College and Careers for Washington's Emerging Workforce. Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2015

2015-01-01

This brief describes the Basic Education for Adults (BEdA) programs that bridge the gap between school and work, thereby creating pathways to college and careers for Washington's emerging workforce. BEdA programs teach foundational skills--reading, writing, math, technology and English language--so adults can move through college and into…

Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Atcitty, Stanley

The National Nuclear Security Agency (NNSA) created a Minority Serving Institution Partnership Plan (MSIPP) to 1) align investments in a university capacity and workforce development with the NNSA mission to develop the needed skills and talent for NNSA’s enduring technical workforce at the laboratories and production plants and 2) to enhance research and education at under-represented colleges and universities. Out of this effort, MSIPP launched a new program in early FY17 focused on Tribal Colleges and Universities (TCUs). The following report summarizes the project focus and status update during this reporting period.

Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

Atcitty, Stanley

The National Nuclear Security Agency (NNSA) created a Minority Serving Institution Partnership Plan (MSIPP) to 1) align investments in a university capacity and workforce development with the NNSA mission to develop the needed skills and talent for NNSA’s enduring technical workforce at the laboratories and production plants and 2) to enhance research and education at under-represented colleges and universities. Out of this effort, MSIPP launched a new program in early FY17 focused on Tribal Colleges and Universities (TCUs). The following report summarizes the project focus and status update during this reporting period.

Standards for Technological Literacy and STEM Education Delivery through Career and Technical Education Programs

ERIC Educational Resources Information Center

Asunda, Paul A.

2012-01-01

At a minimum, employers rely on career and technical education (CTE) and workforce training systems to supply workers able to perform in their jobs. In CTE classes that seek to integrate science, technology, engineering, and mathematics (STEM) concepts, it falls to the instructors to design and sequence the learning experiences that will promote…

Career Technical Education and Labor Market Demand

ERIC Educational Resources Information Center

National Association of State Directors of Career Technical Education Consortium, 2012

2012-01-01

Current data indicates that Career Technical Education (CTE) graduates with high school diplomas or postsecondary skills are preparing for careers in fields that are growing or in high-demand. Matching employability skills with workforce demand has been an issue among industries across the nation. CTE provides relevant academic and technical…

Parallels in Arts Education and CTE: Some Guiding Reflections

ERIC Educational Resources Information Center

Hull, Bradley J.

2010-01-01

Many forces shape the current national conversation regarding career and technical education (CTE). Perkins IV guides the discussion through concepts such as challenging academic and technical standards; high skill, high wage, or high demand occupations; and programs of study. Workforce development and training, the economic recession,…

Career Technical Education Enhancement Fund Report

ERIC Educational Resources Information Center

California Community Colleges, Chancellor's Office, 2015

2015-01-01

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 112 colleges provide workforce training, teach basic math and English, and prepare students for transfer to four-year universities and colleges. Senate Bill 852 established the Career Technical Education…

Technical and Vocational Education in Cameroon and Critical Avenues for Development

ERIC Educational Resources Information Center

Che, S. Megan

2007-01-01

Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution…

Developing Human Resources for the Technical Workforce: A Comparative Study of Korea and Thailand

ERIC Educational Resources Information Center

Hawley, Joshua D.; Paek, Jeeyon

2005-01-01

Asian countries face significant and growing shortages of technically skilled workers. Vocational-technical systems are key components of national human resource development. Using labor market data from Thailand and Korea, this paper analyzes the economic payoff for individual investment in vocational-technical education, and subsequent…

Selling Technical Sales to Engineering Learners

ERIC Educational Resources Information Center

Bumblauskas, Daniel P.; Carberry, Adam R.; Sly, David P.

2017-01-01

Sales engineering or technical sales programs bridge engineering and business to educate engineering students in sales specific to their discipline. Students develop business awareness through such programs, providing the sales workforce with technically knowledgeable salespeople. The following study analyzed cohorts of students enrolled in a…

Wind Energy Workforce Development: A Roadmap to a Wind Energy Educational Infrastructure (Presentation)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Baring-Gould, I.

2011-05-01

Wind Powering America national technical director Ian Baring-Gould made this presentation about workforce development in the wind energy industry to an audience at the American Wind Energy Association's annual WINDPOWER conference in Anaheim. The presentation outlines job projections from the 20% Wind Energy by 2030 report and steps to take at all levels of educational institutions to meet those projections.

Technology Integration in the Teaching and Learning Process in Career and Technical Education Programs in North Carolina

ERIC Educational Resources Information Center

Jones, Sharon Torrence

2011-01-01

Career and technical education (CTE), historically known as vocational education, is a collective term used to identify high school curricula designed to teach students job skills and prepare them for employment (Lynch, 2000). Transformations in the workforce have created a demand for teachers to be technologically literate and adept at using…

Work Force Information and Career-Technical Education. In Brief: Fast Facts for Policy and Practice No. 10.

ERIC Educational Resources Information Center

Sommers, Dixie

To prepare young people and adults for labor market success, career-technical education (CTE) practitioners must know how to find and use work force information. Recent federal legislation, including the Workforce Investment Act of 1998, underscores the importance of work force education. The nationwide work force information system makes data on…

Expanding Opportunities: Postsecondary Career and Technical Education and Preparing Tomorrow's Workforce. A Position Paper

ERIC Educational Resources Information Center

Visger, Brett

2007-01-01

With nearly a third of all students in for-credit postsecondary education enrolled in career and technical education (CTE) programs, CTE is a valuable partner in moving reform efforts forward at the postsecondary level by providing leadership in pedagogy as well as systems-building and economic development. This enables CTE to play the role of…

Instructional Alignment of Workplace Readiness Skills in Career and Technical Education

ERIC Educational Resources Information Center

Martin, Sarah Jane

2009-01-01

The United States faces a skills shortage that goes beyond academic and technical skills. Employers report entry-level workers lack the necessary "soft" skills, also referred to as workplace readiness skills, needed for success in the workforce; thus, calling on educational institutions to make improvements in high school curriculum in…

Engineering an Associate Degree-Level STEM Workforce Education Curriculum

ERIC Educational Resources Information Center

Selwitz, Jason L.; Ahring, Birgitte; Garcia-Perez, Manuel; Morrison, Judith

2018-01-01

Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. A curriculum developed with the elements of a systems-based approach results in a program more relevant to the…

Employment Shifts in the Technical and Further Education Workforce in Victoria.

ERIC Educational Resources Information Center

Shah, Chandra

2003-01-01

Analyzes changes in Technical and Further Education (TAFE) work force in Victoria, Australia, that occurred during the period 1993-98. Main changes include increased participation of women, significant growth in part-time employment, decline in full-time (mainly male) employment, and an increased use of seasonal teachers. (Includes 10 figures and…

Measuring Technical Vocational Education and Training (TVET) Efficiency: Developing a Framework

ERIC Educational Resources Information Center

Liu, Guimei; Clayton, John

2016-01-01

The growing demand for an increasingly skilled competitive workforce and the associated demand for change and responsiveness in the provision of technical vocational education and training (TVET) has led to the development of stronger links between New Zealand and the People's Republic of China. A collaborative model programme project aims to…

College Readiness and Workforce Challenges

ERIC Educational Resources Information Center

Evans, Thomas G.; Cook, Harry J.

2011-01-01

One of the key points of agreement among educators is that highly successful schools must disseminate best practices so that all can benefit. Eastern Technical High School, part of Baltimore County (MD) Public Schools, is a career and technical education (CTE) high school where students gain the knowledge and skills they need to pursue a career in…

Computer-Based Training and Education: An Australian Perspective.

ERIC Educational Resources Information Center

Sims, Roderick C. H.

1993-01-01

Provides an overview of computer-based training and education in Australia. Highlights include elementary and secondary schools; computer hardware; learning tools, including educational games and CD-ROMs; tertiary education, including Institutes of Technical and Further Education (TAFE) and universities; the Australian workforce, including…

Making Decisions about Workforce Development in Registered Training Organisations

ERIC Educational Resources Information Center

Hawke, Geof

2008-01-01

The purpose of this research activity is to understand further how large and small registered training organisations (RTOs) make decisions about the allocation of resources for developing their workforces. Six registered training organisations--four technical and further education (TAFE) institutes and two private providers--were selected for…

Analysis of the Contribution to Professional Knowledge of the Job Training within the Student Perspective in the 3+1 Education Model--The Example of Honaz Vocational School

ERIC Educational Resources Information Center

Aksit, Adnan; Arpat, Bulent; Kalfa, Veli Riza

2017-01-01

A well-educated and qualified workforce is one of the most important outputs in vocational and technical education. Vocational schools constitute the last circle in Turkey for the preparing students about the vocational and technical education in order to meet the need for the intermediate staff needed by the labor market. The educational model…

Innovative educational modules for the next generation of transportation professionals.

DOT National Transportation Integrated Search

2012-07-01

Basic science and mathematics competence, including awareness of engineering careers, gained in grades K12 forms the foundation of an educated, capable, and technical future transportation workforce. This project developed a series of educational ...

Implementing a Workforce Development Pipeline

NASA Technical Reports Server (NTRS)

Hix, Billy

2002-01-01

Research shows that the number of highly trained scientists and engineers has continued a steady decline during the 1990's. Furthermore, at the high school level, almost 40% of the total high school graduates are seeking technical skills in preparation of entering the workforce directly. The decrease of students in technology and science programs, along with the lack of viable vocational programs, haunts educators and businesses alike. However, MSFC (Marshall Space Flight Center) has the opportunity to become a leading edge model of workforce development by offering a unified program of apprenticeships, workshops, and educational initiatives. These programs will be designed to encourage young people of all backgrounds to pursue the fields of technology and science, to assist research opportunities, and to support teachers in the systemic changes that they are facing. The emphasis of our program based on grade levels will be: Elementary Level: Exposure to the workforce. Middle School: Examine the workforce. High School and beyond: Instruct the workforce. It is proposed that MSFC create a well-integrated Workforce Development Pipeline Program. The program will act to integrate the many and varied programs offered across MSFC directorates and offices. It will offer a clear path of programs for students throughout middle school, high school, technical training, and college and universities. The end result would consist of technicians, bachelors degrees, masters degrees, and PhDs in science and engineering fields entering the nation's workforce, with a focus on NASA's future personnel needs.

Preparing Workforce 2000 through Vocational Technical 2+2 Programs.

ERIC Educational Resources Information Center

Portland Area Vocational-Technical Education Consortium, OR.

An overview is provided of the 1989 accomplishments of the Portland Area Vocational Technical Education Consortium (PAVTEC), which was created to strengthen partnerships between Portland Community College (PCC) and local high schools to provide high quality articulated vocational-technical programs. The first section looks at the roles of PAVTEC,…

Carl D. Perkins Vocational-Technical Education Act Amendments of 1997. Report Together with Additional and Minority Views [To Accompany H.R. 1853].

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This congressional report presents and examines the Carl D. Perkins Vocational-Technical Education Act Amendments of 1997. The following items are included: text of the amendments; summary of three hearings held in preparation for amending the Perkins Act; statement of views of the Committee on Education and the Workforce regarding needed changes…

Workforce Education: Issues for the New Century.

ERIC Educational Resources Information Center

Pautler, Albert J., Jr.

This paper is intended to guide small groups of vocational educators in discussions regarding work force education issues for the next century. The following work force issues are suggested: the aging work force; vocational education's role in reforming K-12 education; distance education for technical education programs; the labor shortages…

The Role of Career and Technical Education in Iowa Community Colleges

ERIC Educational Resources Information Center

Laanan, Frankie Santos; Compton, Jonathan I.; Friedel, Janice Nahra

2006-01-01

This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowa's community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further…

Positioning Research and Practice in Career and Technical Education: A Framework for College and Career Preparation in the 21st Century

ERIC Educational Resources Information Center

Rojewski, Jay W.; Hill, Roger B.

2014-01-01

Workforce preparation, including Career and Technical Education (CTE), provides opportunities for people to become successful participants in the global workplace. To accomplish this purpose, people must be equipped with knowledge and skills necessary to fulfill personal interests and goals, develop leadership skills, and become qualified and…

Recommended Changes to the No Child Left Behind Act to Address Workforce Issues. Submitted to the House Subcommittee on Higher Education, Lifelong Learning, and Competitiveness of the Committee on Education and Labor

ERIC Educational Resources Information Center

Harris, Linda; Tsoi-A-Fatt, Rhonda

2007-01-01

This paper presents Center for Law and Social Policy's (CLASP's) recommendations on how No Child Left Behind (NCLB) could better address the workforce challenges faced by this country. CLASP is a nonprofit organization engaged in research, analysis, technical assistance, and advocacy on a range of issues affecting low-income families. The…

International Workforce Development Perspectives: Germany and the United States

ERIC Educational Resources Information Center

Gaal, John

2007-01-01

Across the globe, it is no secret to people involved with career and technical education (CTE) that the German apprenticeship system is looked upon as the "gold standard" of workforce development training. In this article, the author compares the responses of subject matter experts (SMEs) in Germany and the United States, two of the…

High Hopes and Harsh Realities: The Real Challenges to Building a Diverse Workforce. Technical Appendix

ERIC Educational Resources Information Center

Putman, Hannah; Hansen, Michael; Walsh, Kate; Quintero, Diana

2016-01-01

Public schools are suffering from a well-publicized diversity problem. Minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce. In an effort to address what Slate has described as "the one cause in education everyone supports," school districts across…

Workforce Program Performance Indicators for the Commonwealth of Virginia. Upjohn Institute Technical Report No. 08-024

ERIC Educational Resources Information Center

Hollenbeck, Kevin; Huang, Wei-Jang

2008-01-01

The Commonwealth of Virginia, as with other states, operates a panoply of programs whose objectives, either directly or indirectly, are to develop the state's workforce. Some programs enhance the skills of Virginians through training or formal education; whereas other programs, such as the Employment Service, attempt to facilitate the employment…

Creativity, Innovation and Arts Learning: Preparing All Students for Success in a Global Economy

ERIC Educational Resources Information Center

Ruppert, Sandra S.

2010-01-01

The United States is competing in a dynamic global economy in which two assets--a skilled, versatile and highly adaptable workforce and the capacity for creativity, innovation and entrepreneurship--provide a decisive edge. To succeed in today's economic climate, the U.S. needs a well-educated, technically proficient workforce in all sectors and…

The Role of VET in Alcohol and Other Drugs Workforce Development: Survey Technical Report

ERIC Educational Resources Information Center

Pidd, Ken; Carne, Amanda; Roche, Ann

2010-01-01

To examine the effectiveness of vocational education and training qualifications as a workforce development strategy in the community services and health industries, a case study was undertaken of the alcohol and other drug sector. The project comprised of two parts: (1) An online survey to gain an understanding of employer's perceptions of and…

Design and Assessment of an Associate Degree-Level Plant Operations Technical Education Program

NASA Astrophysics Data System (ADS)

Selwitz, Jason Lawrence

Research was undertaken to develop and evaluate an associate degree-level technical education program in Plant Operations oriented towards training students in applied science, technology, engineering, and mathematics (STEM) skills and knowledge relevant to a spectrum of processing industries. This work focuses on four aspects of the curriculum and course development and evaluation research. First, the context of, and impetus for, what was formerly called vocational education, now referred to as technical or workforce education, is provided. Second, the research that was undertaken to design and evaluate an associate degree-level STEM workforce education program is described. Third, the adaptation of a student self-assessment of learning gains instrument is reviewed, and an analysis of the resulting data using an adapted logic model is provided, to evaluate the extent to which instructional approaches, in two process control/improvement-focused courses, were effective in meeting course-level intended learning outcomes. Finally, eight integrative multiscale exercises were designed from two example process systems, wastewater treatment and fast pyrolysis. The integrative exercises are intended for use as tools to accelerate the formation of an operator-technician's multiscale vision of systems, unit operations, underlying processes, and fundamental reactions relevant to multiple industries. Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. Through development of the curricular, course, and assessment-related instruments and tools, this research helps ensure associate degree-level technical education programs can engage in a continual process of program evaluation and improvement.

Building a World-Class Front-Line Workforce: The Need for Occupational Skill Standards in State Workforce Preparation Programs. EQW Working Papers.

ERIC Educational Resources Information Center

Sheets, Robert G.

Establishment of a national-state system of world-class occupational skill standards is a first step in restructuring adult vocational-technical education and job training programs. Occupational skills standards provide the necessary foundation for addressing three major state policy issues: the state's proper role in private work-based training,…

The Transition into the Workforce by Early-Career Geoscientists, a Preliminary Investigation

NASA Astrophysics Data System (ADS)

Wilson, C. E.; Keane, C.

2017-12-01

The American Geosciences Institute's Geoscience Student Exit Survey asks recent graduates about their immediate plans after graduation. Though some respondents indicate their employment or continuing education intention, many of the respondents are still in the process of looking for a job in the geosciences. Recent discussions about geoscience workforce development have focused on the critical technical and professional skills that graduates need to be successful in the workforce, but there is little data about employment success and skills development as early-career geoscientists. AGI developed a short preliminary survey to follow up with past participants in AGI's Exit Survey investigating their career path, their skills development after entering the workforce, and their opinions on skills and knowledge they wished they had prior to entering the workforce. The results from this survey will begin to indicate the occupation availability for early-career geoscientists, the continuing education completed by these recent graduates, and the possible attrition away from the geoscience workforce. This presentation presents the results from this short survey and the implications for further research in this area of workforce development and preparation.

The Future Cybersecurity Workforce: Going Beyond Technical Skills for Successful Cyber Performance.

PubMed

Dawson, Jessica; Thomson, Robert

2018-01-01

One of the challenges in writing an article reviewing the current state of cyber education and workforce development is that there is a paucity of quantitative assessment regarding the cognitive aptitudes, work roles, or team organization required by cybersecurity professionals to be successful. In this review, we argue that the people who operate within the cyber domain need a combination of technical skills, domain specific knowledge, and social intelligence to be successful. They, like the networks they operate, must also be reliable, trustworthy, and resilient. Defining the knowledge, skills, attributes, and other characteristics is not as simple as defining a group of technical skills that people can be trained on; the complexity of the cyber domain makes this a unique challenge. There has been little research devoted to exactly what attributes individuals in the cyber domain need. What research does exist places an emphasis on technical and engineering skills while discounting the important social and organizational influences that dictate success or failure in everyday settings. This paper reviews the literature on cyber expertise and cyber workforce development to identify gaps and then argues for the important contribution of social fit in the highly complex and heterogenous cyber workforce. We then identify six assumptions for the future of cybersecurity workforce development, including the requirement for systemic thinkers, team players, a love for continued learning, strong communication ability, a sense of civic duty, and a blend of technical and social skill. Finally, we make recommendations for social and cognitive metrics which may be indicative of future performance in cyber work roles to provide a roadmap for future scholars.

Adult Education and Literacy. Program Year 2015 Annual Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2016

2016-01-01

This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of…

Workforce Investments: State Strategies to Preserve Higher-Cost Career Education Programs in Community and Technical Colleges

ERIC Educational Resources Information Center

Shulock, Nancy; Lewis, Jodi; Tan, Connie

2013-01-01

In today's highly-skilled economy, rewarding career pathways are available to those who acquire technical skills by enrolling in certificate and associate degree programs in a community or technical college. Such programs are often more costly to offer than liberal arts and sciences programs that prepare students to transfer to four-year…

One School...One Step.

ERIC Educational Resources Information Center

Westberry, Lee

Overcoming parents' negative stereotypes of career and technical education (CTE) is the goal of the Business and Education Symposium (BES) at Stratford High School, Goose Creek, South Carolina. The BES program has these four main goals: (1) educate parents about the changing demands of the workforce, so as to affect student course selection; (2)…

Kentucky Middle College High Schools: Creating and Sustaining Institutional Partnerships

ERIC Educational Resources Information Center

Stephenson, Lisa G.

2012-01-01

From their beginning, community colleges have been active partners with multiple stakeholders in providing educational opportunities in a variety of formats to meet the education and workforce needs of their communities. Kentucky Community and Technical Colleges (KCTCS) have provided access to postsecondary education for typically underserved…

Opening Doors of Opportunity to Develop the Future Nuclear Workforce - 13325

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mets, Mindy

2013-07-01

The United States' long-term demand for highly skilled nuclear industry workers is well-documented by the Nuclear Energy Institute. In addition, a study commissioned by the SRS Community Reuse Organization concludes that 10,000 new nuclear workers are needed in the two-state region of Georgia and South Carolina alone. Young adults interested in preparing for these nuclear careers must develop specialized skills and knowledge, including a clear understanding of the nuclear workforce culture. Successful students are able to enter well-paying career fields. However, the national focus on nuclear career opportunities and associated training and education programs has been minimal in recent decades.more » Developing the future nuclear workforce is a challenge, particularly in the midst of competition for similar workers from various industries. In response to regional nuclear workforce development needs, the SRS Community Reuse Organization established the Nuclear Workforce Initiative (NWI{sup R}) to promote and expand nuclear workforce development capabilities by facilitating integrated partnerships. NWI{sup R} achievements include a unique program concept called NWI{sup R} Academies developed to link students with nuclear career options through firsthand experiences. The academies are developed and conducted at Aiken Technical College and Augusta Technical College with support from workforce development organizations and nuclear employers. Programs successfully engage citizens in nuclear workforce development and can be adapted to other communities focused on building the future nuclear workforce. (authors)« less

The Two-Year Colleges' Role in Building the Future Geoscience Technical Workforce

NASA Astrophysics Data System (ADS)

Wolfe, B.

2014-12-01

Careers in energy science related fields represent significant job growth in the U.S. Yet post-secondary career and technical programs have not kept pace with demand and energy science curriculum, including fundamental concepts of energy generation and environmental impact, lacks a firm position among general or career and technical education courses. Many of these emerging energy related jobs are skilled labor and entry level technical positions requiring less than a bachelor's degree. These include jobs such as solar/photovoltaic design and installation, solar water and space heating installation, energy management, efficiency and conservation auditor, environmental technician, etc. These energy related career pathways fit naturally within the geosciences discipline. Many of these jobs can be filled by individuals from HVAC, Industrial technology, welding, and electrical degree programs needing some additional specialized training and curriculum focused on fundamental concepts of energy, fossil fuel exploration and use, atmospheric pollution, energy generation, alternative energy sources, and energy conservation. Two-year colleges (2ycs) are uniquely positioned to train and fill these workforce needs as they already have existing career and technical programs and attract both recent high school graduates, as well as non-traditional students including displaced workers and returning veterans. We have established geoscience related workforce certificate programs that individuals completing the traditional industrial career and technical degrees can obtain to meet these emerging workforce needs. This presentation will discuss the role of geosciences programs at 2ycs in training these new workers, developing curriculum, and building a career/technical program that is on the forefront of this evolving industry.

Forum on Workforce Development

NASA Technical Reports Server (NTRS)

Hoffman, Edward

2010-01-01

APPEL Mission: To support NASA's mission by promoting individual, team, and organizational excellence in program/project management and engineering through the application of learning strategies, methods, models, and tools. Goals: a) Provide a common frame of reference for NASA s technical workforce. b) Provide and enhance critical job skills. c) Support engineering, program and project teams. d) Promote organizational learning across the agency. e) Supplement formal educational programs.

Preparing for Success through Apprenticeship

ERIC Educational Resources Information Center

Christman, Scott

2012-01-01

The fact that many companies outsource jobs and contracts for manufactured products can be attributed to the shortage of technically trained and skilled workers in America's workforce. Today, business and industry, educators, parents, and students are significantly interested in STEM education and technological literacy. With the majority of…

Designing and Developing Technical Curriculum: Finding the Right Subject Matter Expert

ERIC Educational Resources Information Center

Mattoon, Joseph Sterling

2005-01-01

Subject matter experts play an essential role in technical curriculum development by providing accurate and up-to-date information that matches education, training, and workforce needs. The Subject Matter Expert (SME) COMlist is proposed as a tool that enables instructional developers to evaluate an SME's capability and suitability to support…

The organization and administration of community college non-credit workforce education and training cuts

NASA Astrophysics Data System (ADS)

Kozachyn, Karen P.

Community colleges are struggling financially due to underfunding. Recent state budget cuts coupled with the elimination of federal stimulus money has exacerbated the issue as these funding streams had contributed to operating costs (Moltz, 2011). In response to these budget cuts, community colleges are challenged to improve, increase, and develop revenue producing programs. These factors heighten the need for community colleges to examine their non-credit workforce organizations. The community college units charged with delivering non-credit workforce education and training programs are historically ancillary to the academic divisions that deliver certificate, technical degree, and transfer degree programs. The perceptions of these units are that they are the community college's 'step child' (Grubb, Bradway, and Bell, 2002). This case study examined the organization and administration of community college non-credit workforce education and training units, utilizing observation, interviews, and document analysis. Observational data focused on the physical campus and the unit. Interviews were conducted onsite with decision-making personnel of the division units that deliver non-credit workforce education and training within each community college. Document analysis included college catalogues, program guides, marketing material, and website information. The study was grounded in the review of literature associated with the evolution of the community college, as well as the development of workforce education and training including funding, organizational structure and models, management philosophies, and effectiveness. The findings of the study report that all five units were self-contained and were organized and operated uniquely within the organization. Effectiveness was measured differently by each institution. However, two common benchmarks were revenue and student evaluations. Another outcome of this study is the perceived lack of college-wide alignment between the non-credit workforce education and training unit and the college community. With more than 54 million working adults enrolling in non-credit education through an institution of higher education (American Association of Community Colleges, 2012) the findings of this study could increase the community college's awareness of the potential in non-credit workforce education and training and thus strengthen confidence to invest more college funds and resources to increase non-credit workforce education and training.

Invisible Value of Postsecondary Career and Technical Education: A Qualitative Perspective

ERIC Educational Resources Information Center

Alder, Kate

2013-01-01

The recent calls for increased accountability in higher education, and the rising demand for workers with middle skills, have combined to raise public awareness of the critical role of community colleges in educating the workforce. The accountability measures used by the institutions in answering this call, completion and retention rates, may not…

Career Opportunities: Career Technical Education and the College Completion Agenda. Policy Brief

ERIC Educational Resources Information Center

Shulock, Nancy; Moore, Colleen; Jez, Su Jin; Chisholm, Eric

2012-01-01

The Obama Administration has helped articulate the important role community colleges play in educating the nation's workforce and boosting the economy. With a large share of projected job openings requiring college education of less than a bachelor's degree and offering family-supporting wages, the nation's community colleges can make a huge…

Globalization and Its Impact on Technical-Vocational Education and Training in Malaysia.

ERIC Educational Resources Information Center

Mustapha, Ramlee; Abdullah, Abu

In Malaysia, vocational education and training (VET) is accorded a high priority in the nation's industrialization agenda. With the vision of becoming an industrialized nation in 2020, Malaysia must prepare a well-educated, skilled, and competitive workforce. The government has placed human resource development as a major emphasis and strategic…

The Future Cybersecurity Workforce: Going Beyond Technical Skills for Successful Cyber Performance

PubMed Central

Dawson, Jessica; Thomson, Robert

2018-01-01

One of the challenges in writing an article reviewing the current state of cyber education and workforce development is that there is a paucity of quantitative assessment regarding the cognitive aptitudes, work roles, or team organization required by cybersecurity professionals to be successful. In this review, we argue that the people who operate within the cyber domain need a combination of technical skills, domain specific knowledge, and social intelligence to be successful. They, like the networks they operate, must also be reliable, trustworthy, and resilient. Defining the knowledge, skills, attributes, and other characteristics is not as simple as defining a group of technical skills that people can be trained on; the complexity of the cyber domain makes this a unique challenge. There has been little research devoted to exactly what attributes individuals in the cyber domain need. What research does exist places an emphasis on technical and engineering skills while discounting the important social and organizational influences that dictate success or failure in everyday settings. This paper reviews the literature on cyber expertise and cyber workforce development to identify gaps and then argues for the important contribution of social fit in the highly complex and heterogenous cyber workforce. We then identify six assumptions for the future of cybersecurity workforce development, including the requirement for systemic thinkers, team players, a love for continued learning, strong communication ability, a sense of civic duty, and a blend of technical and social skill. Finally, we make recommendations for social and cognitive metrics which may be indicative of future performance in cyber work roles to provide a roadmap for future scholars. PMID:29946276

The Medical Physics Workforce.

PubMed

Newhauser, Wayne D

2017-02-01

The medical physics workforce comprises approximately 24,000 workers worldwide and approximately 8,200 in the United States. The occupation is a recognized, established, and mature profession that is undergoing considerable growth and change, with many of these changes being driven by scientific, technical, and medical advances. Presently, the medical physics workforce is adequate to meet societal needs. However, data are emerging that suggest potential risks of shortages and other problems that could develop within a few years. Some of the governing factors are well established, such as the increasing number of incident cancers thereby increasing workload, while others, such as the future use of radiation treatments and changes in healthcare economic policies, are uncertain and make the future status of the workforce difficult to forecast beyond the next several years. This review examines some of the major factors that govern supply and demand for medical physicists, discusses published projections and their uncertainties, and presents other information that may help to inform short- and long-term planning of various aspects of the future workforce. It includes a description of the general characteristics of the workforce, including information on its size, educational attainment, certification, age distribution, etc. Because the supply of new workers is governed by educational and training pathways, graduate education, post-doctoral training, and residency training are reviewed, along with trends in state and federal support for research and education. Selected professional aspects of the field also are considered, including professional certification and compensation. We speculate on the future outlook of the workforce and provide recommendations regarding future actions pertaining to the future medical physics workforce.

Technical College Graduate Perceptions of College and Career Readiness

ERIC Educational Resources Information Center

Hanson, Dale M.

2013-01-01

The United States workplace requires increased levels of postsecondary education to support workforce development for an economy driven by technology, automation and global competition. By 2018, 63 % of new jobs created will require postsecondary education (Carnevale, Smith, & Strohl, 2010). Currently, one in four graduates earns a bachelor's…

Partnership 2000: Improving the Workforce through Partnerships. Monograph.

ERIC Educational Resources Information Center

Fujimoto, Jack

Partnership 2000 is a joint collaborative effort of labor, education, and industry in California created to address the needs of employees through vocational and technical education provided by community colleges and affiliated training institutions. Partnership 2000's long-range goals are to: (1) improve student access to vocational education…

The National Science Foundation Strategic Framework for Investments in Graduate Education. FY 2016-FY 2020. Revised

ERIC Educational Resources Information Center

National Science Foundation, 2016

2016-01-01

Graduate education plays a central role in advancing the Nation's science and engineering research enterprise. It is also increasingly the means by which the Nation develops a diverse and highly technical Science Technology Engineering and Mathematics (STEM) professional workforce. The view that graduate education in STEM disciplines is an…

Building Capability in Vocational Education and Training Providers: The TAFE Cut. Occasional Paper

ERIC Educational Resources Information Center

Guthrie, Hugh; Clayton, Berwyn

2010-01-01

This paper focuses on issues which affect the capability of technical and further education (TAFE) providers to meet their clients' and stakeholders' needs and draws extensively on the reports of the consortium research program which examined ways to help build vocational education and training (VET) provider and workforce capability. The paper…

Partnerships, Policy, and Educational Change: The Role of Mathematics and Science in K-16 Reform

ERIC Educational Resources Information Center

Maloney, Patricia A.

2007-01-01

Concerns about American competitiveness and innovation have led to increasing scrutiny of science, technical, engineering, and mathematics (STEM) education. Leaders in the higher education, business, and legislative communities have all issued calls for expanded opportunities and training in STEM fields to improve the skills of the U.S. workforce.…

Preparing Workers for Successful Careers

ERIC Educational Resources Information Center

Reese, Susan

2010-01-01

No doubt career and technical education (CTE) is integral in preparing a skilled workforce for today's jobs. Hands-on training is an important element of the CTE classroom, and when that occurs in an actual workplace setting, it may be called internship, apprenticeship or cooperative education. Whatever term is applied, it is another way in which…

NASA's Elementary and Secondary Education Program: Review and Critique

ERIC Educational Resources Information Center

Feder, Michael A., Ed.; Schweingruber, Heidi A., Ed.; Quinn, Helen R., Ed.

2008-01-01

The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics…

Today's Adult Students

ERIC Educational Resources Information Center

Reese, Susan

2012-01-01

Who are the adult students in career and technical education (CTE) today? There is not one simple answer to that question. Some are young with little life experience, while others are returning to the workforce and learning new skills to reinvent themselves. Whatever the case, educating adult students is an integral part of ACTE's mission, and the…

Aligning Higher Education STEM Production with Workforce Demand through Professional Master's Degrees. BHEF Issue Brief

ERIC Educational Resources Information Center

Business-Higher Education Forum (NJ1), 2011

2011-01-01

Graduate education in the natural sciences has traditionally emphasized doctoral training for academic or research careers. This training, however, is not meeting the demand for professionals in business, industry, and the public sector, where individuals with a combination of scientific, technical, and managerial skills will be required.…

Emerging Careers Come into Focus

ERIC Educational Resources Information Center

Reese, Susan

2010-01-01

When career and technological education (CTE) began, known then as vocational technical education, only those with the most vivid imaginations and creative minds could envision it as it is today. Many of today's jobs didn't even exist when the baby boomers entered the workforce. Over the decades, CTE has maintained its commitment to preparing a…

Wyoming Community Colleges Annual Partnership Report, 2014

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2014

2014-01-01

The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships…

Wyoming Community Colleges Annual Partnership Report, 2005

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2006

2006-01-01

The "Annual Partnership Report" catalogs all partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These…

Wyoming Community Colleges Annual Partnership Report, 2009

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2009

2009-01-01

The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships…

Wyoming Community Colleges Annual Partnership Report, 2008

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2009

2009-01-01

The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships…

Wyoming Community Colleges Annual Partnership Report, 2007

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2008

2008-01-01

The "Annual Partnership Report" catalogs all partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These…

Unique Education and Workforce Development for NASA Engineers

NASA Technical Reports Server (NTRS)

Forsgren, Roger C.; Miller, Lauren L.

2010-01-01

NASA engineers are some of the world's best-educated graduates, responsible for technically complex, highly significant scientific programs. Even though these professionals are highly proficient in traditional analytical competencies, there is a unique opportunity to offer continuing education that further enhances their overall scientific minds. With a goal of maintaining the Agency's passionate, "best in class" engineering workforce, the NASA Academy of Program/Project & Engineering Leadership (APPEL) provides educational resources encouraging foundational learning, professional development, and knowledge sharing. NASA APPEL is currently partnering with the scientific community's most respected subject matter experts to expand its engineering curriculum beyond the analytics and specialized subsystems in the areas of: understanding NASA's overall vision and its fundamental basis, and the Agency initiatives supporting them; sharing NASA's vast reservoir of engineering experience, wisdom, and lessons learned; and innovatively designing hardware for manufacturability, assembly, and servicing. It takes collaboration and innovation to educate an organization that possesses such a rich and important historyand a future that is of great global interest. NASA APPEL strives to intellectually nurture the Agency's technical professionals, build its capacity for future performance, and exemplify its core valuesalJ to better enable NASA to meet its strategic visionand beyond.

An Analysis of Training Requirements and Competencies for the Naval Acquisition Systems Engineering Workforce

DTIC Science & Technology

2013-06-01

math (Lasley- Hunter, 2011, p. 30–31). The significance of this finding stems from the fact that education is one of three components of DAWIA...II CLE 003 Technical Reviews SYS 302 Technical Leadership in Systems Engineering CLL  008 Designing for Supportability in DoD Systems DAU SPRDE‐SE

Passing the Torch by Passing on a Skill: Passing the Torch to the Next Generation is the Intrinsic Reward for Dedicated Technology Teachers

ERIC Educational Resources Information Center

Millson, David; Jerie, Branko

2005-01-01

Motivating students to master the basics in any field is a demanding task. In technical education, while the direct benefit--almost certain, well-paying employment--is obvious, the challenge is to keep students' interest high. Absent that, the technical workforce lacks skilled replenishment, and the possibility of being overtaken by competition…

Criterion Referenced Assessment: Establishing Content Validity of Complex Skills Related to Specific Tasks

ERIC Educational Resources Information Center

MacQuarrie, David; Applegate, Brooks; Lacefield, Warren

2008-01-01

Career and Technical Education (CTE) is a nationwide program that emphasizes training for primary, secondary, and post secondary educational stages for the career and workforce needs of today and tomorrow's society. Mandated indicators of success have been set in place and secondary schools are expected to improve student's skill levels in…

Fostering Partnerships between Education, Business and Industry

ERIC Educational Resources Information Center

Hyslop, Alisha

2009-01-01

The need for skilled workers to continually innovate and drive economic prosperity lends credence to the idea of planning for the future--and career and technical education (CTE) programs can be at the center of both today's economic recovery and the long-term future of the country's workforce. One way that these two needs can intersect is through…

Business-School Cooperatives: Meeting Educational Needs. Bar/School Partnership Programs Series.

ERIC Educational Resources Information Center

Taylor, Elenor

Business-school cooperatives are a potential solution to the need of students and educators to learn more about business, its functions in U.S. society, and the need of businesses to have a future workforce ready to face the challenges of an increasingly more complicated and highly technical work atmosphere. Such cooperatives, which are an…

The Economic Vitality Formula of Success

ERIC Educational Resources Information Center

Konopnicki, Patrick M.

2012-01-01

An economic vitality formula of success can be accomplished by creating partnerships between local career and technical education (CTE), and workforce development and economic development entities. Student industry certifications; dynamic partnerships; programs and projects focused on science, technology, engineering, and mathematics (STEM); and…

To amend the Workforce Investment Act of 1998 to establish a technical school training subsidy program.

THOMAS, 111th Congress

Rep. Barrow, John [D-GA-12

2010-06-24

House - 09/13/2010 Referred to the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Building an educated health informatics workforce--the New Zealand experience.

PubMed

Parry, David; Hunter, Inga; Honey, Michelle; Holt, Alec; Day, Karen; Kirk, Ray; Cullen, Rowena

2013-01-01

New Zealand has a rapidly expanding health information technology (IT) development industry and wide-ranging use of informatics, especially in the primary health sector. The New Zealand government through the National Health IT Board (NHITB) has promised to provide shared care health records of core information for all New Zealanders by 2014. One of the major barriers to improvement in IT use in healthcare is the dearth of trained and interested clinicians, management and technical workforce. Health Informatics New Zealand (HINZ) and the academic community in New Zealand are attempting to remedy this by raising awareness of health informatics at the "grass roots" level of the existing workforce via free "primer" workshops and by developing a sustainable cross-institutional model of educational opportunities. Support from the NHITB has been forthcoming, and the workshops started in early 2013, reaching out to clinical and other staff in post around New Zealand.

Integrating Occupational Safety and Health Information Into Vocational and Technical Education and Other Workforce Preparation Programs

PubMed Central

Schulte, Paul A.; Stephenson, Carol Merry; Okun, Andrea H.; Palassis, John; Biddle, Elyce

2005-01-01

The high rates of injury among young workers are a pressing public health issue, especially given the demand of the job market for new workers. Young and new workers experience the highest rates of occupational injuries of any age group. Incorporating occupational safety and health (OSH) information into the more than 20 000 vocational and other workforce preparation programs in the United States might provide a mechanism for reducing work-related injuries and illnesses among young and new workers. We assessed the status of including OSH information or training in workforce preparation programs and found there is an inconsistent emphasis on OSH information. PMID:15727967

A History of the Community College Internship Program at North Carolina State University

ERIC Educational Resources Information Center

Broadhurst, Christopher J.; Bartlett, James E.

2014-01-01

Following World War II, North Carolina created public junior colleges and industrial education centers to meet the educational demands of veterans and expand the technical skills of the state's workforce. Despite the creation of these campuses, in the early 1960s North Carolina ranked 47th in the number of citizens in college, and 66 counties in…

More than One Way: The Case for High-Quality CTE

ERIC Educational Resources Information Center

Stone, James R., III

2014-01-01

Career and technical education is the part of American high school that provides the link between the needs of the labor market and the needs of young people to be fully prepared to move into the workforce or continue their career-focused education and training beyond high school. Concerns about how to strengthen the economy as well as complaints…

Investing in America's Future: A Blueprint for Transforming Career and Technical Education

ERIC Educational Resources Information Center

Office of Vocational and Adult Education, US Department of Education, 2012

2012-01-01

In his 2012 State of the Union Address, President Obama laid out a blueprint for an economy that is built to last. The President's plan affirms that the strength of the American economy is inextricably linked to the strength of America's education system. Particularly in times of economic challenge, American employers need a workforce that is…

Success Skills for Textile Workers. Workforce 2000 Partnership. Workplace Literacy Project. End-of-Project External Evaluation Report. November 1, 1994-October 31, 1997.

ERIC Educational Resources Information Center

Hill, Allison

A 3-year workplace literacy project combined the resources and efforts of a junior and a technical college, literacy education providers, and businesses to implement an assessment and education program for textile workers. The program included four components: (1) reading, writing, speaking, listening, and mathematics skills; (2) creative…

Educating and Training the Future Adolescent Health Workforce.

PubMed

Kokotailo, Patricia K; Baltag, Valentina; Sawyer, Susan M

2018-05-01

Unprecedented attention is now focused on adolescents with growing appreciation of their disease burden and of the opportunities of investing in adolescent health. New investments are required to build the technical capacity for policy, programming, research, and clinical care across the world, especially in resource-poor settings where most adolescents live. Strategies to educate and train the future workforce are needed. Competency-based education and training is the standard of education in preservice (undergraduate and postgraduate) health education and medical specialty training. Yet competency is difficult to quantify and standardize, as are the processes that underpin competency-based education and training. The primary objective of this review was to identify how quality education in adolescent health and medicine is determined. This information was used to inform the development of a conceptual framework for institutions teaching adolescent health, which can be used to assess the quality of teaching and learning and to monitor the implementation of these adolescent health competencies. Specific teaching modalities and assessment tools that have been used to teach adolescent health are described to exemplify how an educational program can be delivered and assessed. This framework is a step toward the development of a more adolescent-competent health workforce. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Interdependence through Partnerships: Transforming Education.

ERIC Educational Resources Information Center

Simone, Beverly S.

At Wisconsin's Madison Area Technical College (MATC), both external and internal partnerships are a fundamental part of instructional programming. As the need for technological and mathematical competence in the workforce has increased, partnerships between the college and business and industry have become more important and represent an…

Skill Set

ERIC Educational Resources Information Center

Holdsworth, Tom

2007-01-01

With competition to attract quality students into career and technical education programs and many entrants to the workforce inadequately prepared with employability skills, some community colleges have found a way to answer industry's call--they are launching SkillsUSA chapters on campus. In this article, the author features SkillsUSA, a…

Policy Trends Impacting Community Colleges: An ECS Perspective

ERIC Educational Resources Information Center

Sponsler, Brian A.; Pingel, Sarah; Anderson, Lexi

2015-01-01

Given the importance of community and technical colleges to state education attainment and workforce development goals, policy addressing the two-year sector is of critical importance to state policymakers. Analysis of legislative issue trends suggests transfer and articulation, performance-based funding, and financial aid programs are substantial…

Apprenticeships Link Community-Technical Colleges and Business and Industry for Workforce Training.

ERIC Educational Resources Information Center

Cantor, Jeffrey A.

1995-01-01

Presents findings from a case study of factors influencing successful cooperative apprenticeship programs. Indicates that apprenticeships are cost-effective mechanisms for bringing together the human and capital resources within a community to solve human resource education and business training needs. (21 citations). (MAB)

CEI-PEA Alert, Summer 2006

ERIC Educational Resources Information Center

Center for Educational Innovation - Public Education Association, 2006

2006-01-01

The "CEI-PEA Alert" is an advocacy newsletter that deals with topics of interest to all concerned with the New York City public schools. This issue includes: (1) Practical Skills & High Academic Standards: Career Technical Education; (2) Parents: Help Your Children Gain "Soft Skills" for the Workforce; (3) Culinary Arts…

The Full Spectrum of Community Support

ERIC Educational Resources Information Center

Pawlowski, Brett; Meeder, Hans K.

2012-01-01

Career and technical education (CTE) programs generally attract a deeper level of involvement with the business community, given their shared interest in workforce preparedness. There are significant opportunities to increase the depth and scope of business and community engagement, which can lead to more resources, better operations and improved…

Internships and UNAVCO: Training the Future Geoscience Workforce Through the NSF GAGE Facility

NASA Astrophysics Data System (ADS)

Morris, A. R.; MacPherson-Krutsky, C. C.; Charlevoix, D. J.; Bartel, B. A.

2015-12-01

Facilities are uniquely positioned to both serve a broad, national audience and provide unique workforce experience to students and recent graduates. Intentional efforts dedicated to broadening participation in the future geoscience workforce at the NSF GAGE (Geodesy Advancing Geosciences and EarthScope) Facility operated by UNAVCO, are designed to meet the needs of the next generation of students and professionals. As a university-governed consortium facilitating research and education in the geosciences, UNAVCO is well-situated to both prepare students for geoscience technical careers and advanced research positions. Since 1998, UNAVCO has offered over 165 student assistant or intern positions including engineering, data services, education and outreach, and business support. UNAVCO offers three formal programs: the UNAVCO Student Internship Program (USIP), Research Experiences in Solid Earth Science for Students (RESESS), and the Geo-Launchpad (GLP) internship program. Interns range from community college students up through graduate students and recent Masters graduates. USIP interns gain real-world work experience in a professional setting, collaborate with teams toward a common mission, and contribute their knowledge, skills, and abilities to the UNAVCO community. RESESS interns conduct authentic research with a scientist in the Front Range area as well as participate in a structured professional development series. GLP students are in their first 2 years of higher education and work alongside UNAVCO technical staff gaining valuable work experience and insight into the logistics of supporting scientific research. UNAVCO's efforts in preparing the next generation of scientists largely focuses on increasing diversity in the geosciences, whether continuing academic studies or moving into the workforce. To date, well over half of our interns and student assistants come from backgrounds historically underrepresented in the geosciences. Over 80% of former interns continue to pursue careers or education in the geosciences. This presentation will highlight elements of the programs that can be easily replicated in other facilities as well as activities that may be incorporated into university-based experiences.

An Educational Needs Assessment of Pennsylvania Workforce: Opportunities to Redefine Secondary Career and Technical Education to Meet Food Industry Needs

ERIC Educational Resources Information Center

Napoleon, Larry; Freedman, Debra; Seetharaman, Koushik; Sharma, Priya

2006-01-01

This article describes the outcomes of a needs assessment concerning current training needs and performance targets for non-degreed employees in the food industry. Focus groups were used to gather data from 5 food-processing companies: a fresh vegetable company, a canned vegetable company, 2 snack food companies, and a meat company. Focus group…

Career Opportunities: Career Technical Education and the College Completion Agenda. Part II: Inventory and Analysis of CTE Programs in the California Community Colleges

ERIC Educational Resources Information Center

Moore, Colleen; Jez, Su Jin; Chisholm, Eric; Shulock, Nancy

2012-01-01

The Obama Administration has once again demonstrated the important role community colleges play in educating the nation's workforce and boosting the nation's economy with its recently proposed Community College to Career Fund. This $8 billion fund is aimed at forging partnerships between colleges and businesses to train workers for good-paying…

Focus on Process Improvement: An Evaluation of the Use of the RFP Process in the Distribution of Federal Workforce Education Funds in Minnesota. Perkins-JTPA Evaluation.

ERIC Educational Resources Information Center

Feickert, Joan Davis; And Others

A study evaluated the use of the request for proposal (RFP) process as a method of distributing federal vocational education and job training funds in Minnesota. Thirty-seven employees of Minnesota technical colleges, community-based organizations, service delivery areas, and state agencies who had actually prepared proposals requesting Job…

A Geoscience Workforce Model for Non-Geoscience and Non-Traditional STEM Students

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2016-12-01

The Summit on the Future of Geoscience Undergraduate Education has recently identified key professional skills, competencies, and conceptual understanding necessary in the development of undergraduate geoscience students (American Geosciences Institute, 2015). Through a comprehensive study involving a diverse range of the geoscience academic and employer community, the following professional scientist skills were rated highly important: 1) critical thinking/problem solving skills; 2) effective communication; 3) ability to access and integrate information; 4) strong quantitative skills; and 5) ability to work in interdisciplinary/cross cultural teams. Based on the findings of the study above, the New York City College of Technology (City Tech) has created a one-year intensive training program that focusses on the development of technical and non-technical geoscience skills for non-geoscience, non-traditional STEM students. Although City Tech does not offer geoscience degrees, the primary goal of the program is to create an unconventional pathway for under-represented minority STEM students to enter, participate, and compete in the geoscience workforce. The selected cohort of STEM students engage in year-round activities that include a geoscience course, enrichment training workshops, networking sessions, leadership development, research experiences, and summer internships at federal, local, and private geoscience facilities. These carefully designed programmatic elements provide both the geoscience knowledge and the non-technical professional skills that are essential for the geoscience workforce. Moreover, by executing this alternate, robust geoscience workforce model that attracts and prepares underrepresented minorities for geoscience careers, this unique pathway opens another corridor that helps to ameliorate the dire plight of the geoscience workforce shortage. This project is supported by NSF IUSE GEOPATH Grant # 1540721.

Skill Standards and Certification Issues.

ERIC Educational Resources Information Center

Leslie, Bruce

America's more than 1,200 community, technical, and junior colleges constitute the largest branch of higher education in the country. Two-year colleges are subjected to rigorous institutional accreditation standards and procedures by regional accrediting bodies. At least 80% of their students are already in the workforce, and they serve the…

Overview of NASA's Propulsion 21 Effort

NASA Technical Reports Server (NTRS)

Long-Davis, Mary Jo

2006-01-01

Propulsion 21 technologies contribute to reducing CO2 and NO(x) emissions and noise. Integrated Government/Industry/University research efforts have produced promising initial technical results. Graduate students from 5 partnering universities will benefit from this collaborative research--> educating the future engineering workforce. Phase 2 Efforts scheduled to be completed 3QFY06.

A Rationale for Teaching Technical Animation Fundamentals

ERIC Educational Resources Information Center

Thornton, Michael G.; Thornton, Timothy R.; Ernst, Jeremy V.; Clark, Aaron C.

2014-01-01

Technological advances continue to reshape the skill sets necessary for students to succeed both in the classroom and in the workforce. The ability to communicate information verbally and graphically can be viewed as a necessary skill that should be developed in a secondary technology education curriculum (Silva, 2008). This article outlines a…

2012 National Leadership Forum

ERIC Educational Resources Information Center

Magnuson, Peter

2012-01-01

Two key themes emerged from the 2012 National Leadership Forum: Taking Business to School, which was hosted by the Career and Technical Education Foundation at the end of May. The first was that employers are looking for a workforce that is technologically savvy while having leadership and employability skills. The second is that the business…

Aligning K-12 and Postsecondary Career Pathways with Workforce Needs

ERIC Educational Resources Information Center

Zinth, Jennifer

2015-01-01

Since 2013, states have witnessed significant legislative activity related to secondary- and postsecondary-level career/technical education (CTE). One key goal of much recent policymaking activity has been to improve alignment between high school and postsecondary CTE programs, including by developing state or regional structures to design career…

North Carolina Annual Performance Report for the Vocational and Technical Education State-Administered Program under the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, P.L. 101-392. Program Year 1996-1997.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

For program year 1996-97, 222,639 North Carolina (NC) 9th-12th graders were enrolled in Workforce Development Education (WDE). Twenty-five curriculum products were developed, 34 course blueprints were revised to reflect business/industry practices and state/national standards, and about 3,600 business/industry personnel participated in WDE…

Toward a Framework for Multicultural STEM-Focused Career Interventions.

PubMed

Byars-Winston, Angela

2014-12-14

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.

Toward a Framework for Multicultural STEM-Focused Career Interventions

PubMed Central

Byars-Winston, Angela

2015-01-01

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields. PMID:25750480

The Crossroads between Workforce and Education

PubMed Central

Jackson, Kathryn; Lower, Christi L.; Rudman, William J.

2016-01-01

Concern is growing among industry leaders that students may not be obtaining the necessary skills for entry into the labor market. To gain an understanding of the perceived disconnect in the skill set of graduates entering the health information workforce, a survey was developed to examine the opinions of educators and employers related to graduate preparedness. The concern related to graduate preparedness is supported by findings in this research study, in which those working in industry and those in academia noted a disconnect between academic training and preparedness to enter the labor market. A statistically significant difference was found between labor leaders and academics in their assessment of graduates' preparation in the areas of technical, communication, and leadership skills. Educators noted higher levels of preparedness of students with regard to professional and technical skills and leadership skills, while both educators and industry respondents noted a need for improved employability skills (e.g., communication skills and workplace etiquette). No difference was found between the two groups with regard to the need to increase apprenticeships and professional practice experience to cover this gap in formal training. Finally, when asked how the federal government might assist with preparing students, more than half of the respondents noted the importance of apprenticeships and funding for these opportunities. PMID:27134612

The Crossroads between Workforce and Education.

PubMed

Jackson, Kathryn; Lower, Christi L; Rudman, William J

2016-01-01

Concern is growing among industry leaders that students may not be obtaining the necessary skills for entry into the labor market. To gain an understanding of the perceived disconnect in the skill set of graduates entering the health information workforce, a survey was developed to examine the opinions of educators and employers related to graduate preparedness. The concern related to graduate preparedness is supported by findings in this research study, in which those working in industry and those in academia noted a disconnect between academic training and preparedness to enter the labor market. A statistically significant difference was found between labor leaders and academics in their assessment of graduates' preparation in the areas of technical, communication, and leadership skills. Educators noted higher levels of preparedness of students with regard to professional and technical skills and leadership skills, while both educators and industry respondents noted a need for improved employability skills (e.g., communication skills and workplace etiquette). No difference was found between the two groups with regard to the need to increase apprenticeships and professional practice experience to cover this gap in formal training. Finally, when asked how the federal government might assist with preparing students, more than half of the respondents noted the importance of apprenticeships and funding for these opportunities.

Photonics workforce education and development in Puerto Rico

NASA Astrophysics Data System (ADS)

Friedman, J. S.; Diaz, A.; Trujillo, E.; Saltares, R.; Floran, L.; Gordillo, R.

2016-09-01

At the Puerto Rico Photonics Institute we have responded to the need of a workforce competitively prepared for entry into the fields of lasers and photonics by creating a 1-year Photonics and Lasers Technical certificate, supported under a grant from the US Department of Labor. The project, entitled New Horizons: Puerto Rico Lasers and Photonics Career Pathways offers displaced workers, veterans, and others in Puerto Rico an opportunity to develop new and highly marketable skills for the 21st century. We give a roadmap of plans and pitfalls, and share our successes, challenges, solutions, and future expectations for those planning similar programs.

A Psychosociocultural Framework of College Persistence Wellness for Students on Academic Probation

ERIC Educational Resources Information Center

Moore, Leya

2013-01-01

Background: There is increased need for a college educated workforce that is prepared to enter high-demand, technical fields (e.g., science, technology, engineering, math, medicine). Universities continue to be held accountable for improving student retention and degree completion. This study sought to understand the cognitive and noncognitive…

Career and Technical Education (CTE) Transfer Research Project: Improving Transfer Pathways for California Community College Students in CTE Programs

ERIC Educational Resources Information Center

Karandjeff, Kelley; Schiorring, Eva

2011-01-01

Despite the current economic downturn, workforce projections indicate that California will experience shortages in its supply of baccalaureate-trained workers in the decades to come, particularly engineers, accountants, nurses, teachers and law enforcement professionals. Students often start their journey toward these occupations in community…

Evaluation, Integration and Institutionalization of Initiatives to Enhance STEM Student Success

ERIC Educational Resources Information Center

Dickson, Lisa; Mandell, Marv; Maton, Kenneth; Marcotte, Dave; Rous, Philip; McDermott, Patrice; Rutledge, Janet; LaCourse, William R.; Sutphin, Kathy Lee

2013-01-01

Many researchers, policymakers, and university administrators have called for more students to major in Science, Technology, Engineering and Mathematics (STEM) fields to address the critical need for a diverse and technically skilled workforce that is prepared to address national problems and educate its future STEM leaders. One of the questions…

Creating Tech Programs Industry Wants

ERIC Educational Resources Information Center

Demski, Jennifer

2012-01-01

Community colleges serve on the front line of workforce development. With their focus on applied science associate degrees and technical certificate programs, they provide students with a high-quality, low-cost education that prepares them for careers in one to two years. And for students who can't take time away from their family or work to…

Dropout Prevention. Hearing before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, Second Session (Albuquerque, New Mexico, January 24, 2000).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This hearing, which occurred at New Mexico Technical Vocational Institute, Albuquerque, New Mexico, heard from state and local officials about what was working and not working in education. Included are statements on dropout prevention by Congressional representatives and by the Deputy Director of the New Mexico Children, Youth, and Families…

Geoscience and the 21st Century Workforce

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Bralower, T. J.; Blockstein, D.; Keane, C. M.; Kirk, K. B.; Schejbal, D.; Wilson, C. E.

2013-12-01

Geoscience knowledge and skills play new roles in the workforce as our society addresses the challenges of living safely and sustainably on Earth. As a result, we expect a wider range of future career opportunities for students with education in the geosciences and related fields. A workshop offered by the InTeGrate STEP Center on 'Geoscience and the 21st Century Workforce' brought together representatives from 24 programs with a substantial geoscience component, representatives from different employment sectors, and workforce scholars to explore the intersections between geoscience education and employment. As has been reported elsewhere, employment in energy, environmental and extractive sectors for geoscientists with core geology, quantitative and communication skills is expected to be robust over the next decade as demand for resources grow and a significant part of the current workforce retires. Relatively little is known about employment opportunities in emerging areas such as green energy or sustainability consulting. Employers at the workshop from all sectors are seeking the combination of strong technical, quantitative, communication, time management, and critical thinking skills. The specific technical skills are highly specific to the employer and employment needs. Thus there is not a single answer to the question 'What skills make a student employable?'. Employers at this workshop emphasized the value of data analysis, quantitative, and problem solving skills over broad awareness of policy issues. Employers value the ability to articulate an appropriate, effective, creative solution to problems. Employers are also very interested in enthusiasm and drive. Participants felt that the learning outcomes that their programs have in place were in line with the needs expressed by employers. Preparing students for the workforce requires attention to professional skills, as well as to the skills needed to identify career pathways and land a job. This critical work takes place both inside and outside of the classroom and occurs as a progression throughout the course of study. Professional skills were recognized as an area where outcomes could be strengthened. The challenge faced by geoscience programs is developing pathways into the workforce for students who bring different skills and interests to their studies. Workforce data suggest that in the past only 30% of undergraduate graduates have remained in the geosciences indicating that geoscience programs are playing an important role in developing the workforce beyond the geosciences. A collection of program descriptions describes what is known about career pathways from the programs represented at the workshop.

Challenges and Opportunities in Developing the Hawaiian Scientific and Technical Workforce

NASA Astrophysics Data System (ADS)

Kennedy, James R.

2012-01-01

In searching for dark skies, persistently clear weather, and minimal atmospheric interference, astronomical observing sites are generally located in remote, mountainous locations, and usually far from large communities. Such locations often have weak economies, and shallow workforce pools in the technical and administrative areas generally needed by the observatories. This leads to a problem, and an opportunity, for both the observatories and their local communities. Importing employees from far away locations is costly, leads to high turnover, and deprives the community of economic benefits and the sense of fealty with the observatories that would naturally result if local people occupied these comparatively good paying jobs. While by no means unique, the observatories on Mauna Kea Hawai`i are a clear example of this dual dilemma. This presentation will report findings from a model workforce needs assessment survey of all the Mauna Kea observatories, which has establish likely annual staffing requirements in several categories of technological and administrative support, including the educational entrance requirements. Results indicated that through 2023, 80% of observatory job openings on Hawai`i Island will be in technology and administration. Furthermore, the vast majority of these jobs will require only a two-year or four-year college degree in a relevant field as an entrance requirement. Efforts to realign the existing resources to better meet these common needs will be discussed, including the highly successful partnership between County of Hawai`i Workforce Development Board, the Mauna Kea observatories, the local K-12 systems, Hawai`i Community College, the University of Hawai`i Hilo, and a number of informal education and workplace experience programs. This collaboration has resulted in no fewer than three, interlocked, community programs have stepped up to meet this challenge to the benefit of both the local community and the observatories.

The State of Early Childhood Higher Education in New York State. Technical Report

ERIC Educational Resources Information Center

Center for the Study of Child Care Employment, University of California at Berkeley, 2015

2015-01-01

The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York's young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council's Workforce Work Group is dedicated to…

Conducting Return on Investment Analyses for Secondary and Postsecondary CTE: A Framework

ERIC Educational Resources Information Center

Hollenbeck, Kevin M.

2011-01-01

In recent work, the author has estimated the rate of return for several workforce development programs in the State of Washington, including secondary and postsecondary career and technical education (CTE; Hollenbeck, 2008). The returns are based on estimates of the net impact of CTE on individuals' labor market experiences and government income…

Design and Development of an Identity Management System: The Minnesota State College-Southeast Technical Case Study

ERIC Educational Resources Information Center

Elhindi, Mohamed A.

2010-01-01

Historically, managing access to information systems (ISs) required direct interaction with a limited number of users. Increasingly, managing access involves handling an increased numbers of internal and external students, faculty, and staff as well as partners such as workforce development centers, the U.S. Department of Education, and the…

Curriculum Advancement for Work Force Colleges: The Nicolet College Process.

ERIC Educational Resources Information Center

Bass, Howard G. Sam

The rapid growth since the 1980s of the use of total quality workforce methods in U.S. companies has contributed to the movement for integrating academic and vocational/technical education. This integration seeks to improve the intellectual capabilities of students through applied and contextual learning and thus make them more capable of adapting…

75 FR 34520 - The Future of Aviation Advisory Committee (FAAC) Subcommittee on Labor and World-Class Workforce...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-17

...The Department of Transportation (DOT), Office of the Secretary of Transportation, announces a meeting of the FAAC Subcommittee on Labor and World-class Workforce, which will be held at 501 3rd Street NW., Washington, DC 20001. This notice announces the date, time, and location of the meeting, which will be open to the public. The purpose of the FAAC is to provide advice and recommendations to the Secretary of Transportation to ensure the competitiveness of the U.S. aviation industry and its capability to manage effectively the evolving transportation needs, challenges, and opportunities of the global economy. The Subcommittee is charged with ensuring the availability and quality of a workforce necessary to support a robust, expanding commercial aviation industry in light of the changing socio-economic dynamics of the world's technologically advanced economies. Among other matters, the Subcommittee will examine the future employment requirements of the aviation industry, its educational requirements, and the critical/technical skills that will be needed by our future aviation workforce.

Career Education By Design: Making It Fit Your School, Your Curriculum and Your Teachers.

ERIC Educational Resources Information Center

Danley, Nancy; Waters, Christine

For students to successfully compete in the 21st century workforce, schools should prepare them to meet the demands of a dynamic and global job market, linking core knowledge with technical know-how, before they graduate. Integrating career curriculum into all grades and courses of study helps teachers to: (1) increase students' career awareness…

"Educating 21st Century Students: A Close-Up Look at a Successful Career and Technical Center"

ERIC Educational Resources Information Center

Fala, John; Kathryn, Strouse; Tully, Christopher; Viviano, Thomas

2012-01-01

Through this paper we try to convey the necessity to provide the workforce with a labor force that is academically and technologically ready to meet the 21st century global demands. We feel this is accomplished by providing the students at MBIT [Middle Bucks Institute of Technology] with industry-standard equipment, academic and technology…

Employment Shifts in the TAFE Workforce in Victoria, 1993-98. Working Paper.

ERIC Educational Resources Information Center

Shah, Chandra

Data on the work force in Technical and Further Education (TAFE) institutes in Victoria, Australia, for 1993-1998 reveal a number of structural changes. First, the number of women staff increased from 46% to 53%, although men still constitute 54% of the teaching staff. As full-time staff employment dropped an average of 1.1% annually, part-time…

An Intervention Designed to Increase Participation and Completion Rates of Community College Students in Nontraditional Programs

ERIC Educational Resources Information Center

Straight, Carli A.

2012-01-01

One of the missions of California Community Colleges (CCCs) is to provide career and technical education (CTE) to students that will prepare them for the workforce. Major funding for CTE programs comes from grant monies that are tied to the condition that institutions must demonstrate an effort to increase the participation and completion rates of…

Workforce Tool Kit: The Resource for Employers. America's Workforce Network.

ERIC Educational Resources Information Center

Department of Labor, Washington, DC.

This employer resource provides practical information and technical assistance on America's Workforce Network, a new national system of employment and training services. Five sections guide employers to services that assist in various areas. "Expanding Your Workforce" explains how employers can find and hire qualified workers; team with…

An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

NASA Astrophysics Data System (ADS)

Keane, C. M.; Houlton, H. R.

2017-12-01

Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited. By introducing the concept of career self-management and life-long learning into the formal education experience of students, we can build voluntary engagement and shift some of the preparation burden from existing degree programs. The Geoscience Online Learning Initiative (GOLI) seeks to extend professional life-long learning into the formal education realm. By utilizing proven, effective means to capture expert knowledge, the GOLI program constructs courses in the OpenEdX platform, where the content authors and society staff continuously refine the material into effective one- to two-hour long asynchronous modules. The topical focus of these courses are outside of the usual scope of the academic curriculum, but are aligned with applied technical or professional issues. These courses are provided as open education resources, but also qualify for CEUs as the ongoing professional microcredential in the profession. This way, interested faculty can utilize these resources as focused modules in their own course offerings or students can engage in the courses independently and upon passing the assessments and paying of a nominal fee, be awarded CEUs which count towards their professional qualifications. Establishing a continuum of learning over one's career is a critical cultural change needed for students to succeed and be resilient through the duration of a career. We will examine how this approach mimics successful efforts in other STEM fields and where it aligns with both ongoing evolution in professional geoscience employment and broader trends in STEM career management.

Teacher Professionalism in Technical and Vocational Education

NASA Astrophysics Data System (ADS)

Tampang, B. L. L.; Wonggo, D.

2018-02-01

The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

Student Achievement in Identified Workforce Clusters: Understanding Factors that Influence Student Success

ERIC Educational Resources Information Center

D'Amico, Mark M.; Morgan, Grant B.; Robertson, Thashundray C.

2011-01-01

This study blends elements from two South Carolina Technical College System initiatives--Achieving the Dream and a workforce cluster strategy. Achieving the Dream is a national non-profit organization created to help technical and community college students succeed, particularly low-income students and students of color. This initiative, combined…

Examination of the U.S. Air Force's Science, Technology, Engineering, and Mathematics (STEM) Workforce Needs in the Future and Its Strategy to Meet Those Needs

ERIC Educational Resources Information Center

National Academies Press, 2010

2010-01-01

The Air Force requires technical skills and expertise across the entire range of activities and processes associated with the development, fielding, and employment of air, space, and cyber operational capabilities. The growing complexity of both traditional and emerging missions is placing new demands on education, training, career development,…

STEM Work Experience for Girls

ERIC Educational Resources Information Center

Collins, Jill

2012-01-01

The Royal Air Force (RAF) is a public sector organisation, operating at the leading edge of technology and with a 38,000 strong workforce deployed at locations in the UK and overseas. Around 50% of its personnel are technically employed and 40% of all annual vacancies are for the technically competent. Currently, 13.5% of the workforce is female.…

Ask not what your technician can do for you-ask what you can do for your technician.

PubMed

Ganderton, L

2018-04-27

Historically, the vital roles played by technicians in Higher Education have had little recognition. Job opportunities are often overlooked by those who have no working knowledge of such organisations and poorly defined career pathways mean that it may not be a first choice for well-qualified, ambitious individuals. With just over a third of all Higher Education technicians in the UK now due to retire in the next 10 to 15 years, fundamental changes are needed, both to attract large numbers of people into vacant roles and to retain current technical staff.National initiatives, founded and driven by charitable and professional bodies, are currently working to address the issues of technicians within Higher Education. Organisations have been urged to take action or face potential recruitment difficulties and skills gaps over the coming years. In light of these national campaigns, institutions across the UK are beginning to develop proper structured career pathways, provide professional development and improve recognition for the work of their technical workforce. Whilst these are encouraging signs, only time will tell if enough has been done to raise both the profile and appeal of a technical career in Higher Education.

Strengthening the STEM Education & Workforce Pipeline: Insights from the BHEF U.S. STEM Education Model Led to the STEM Higher Education and Workforce Project

DTIC Science & Technology

2011-06-15

ORGANIZATION NAME(S) AND ADDRESS(ES) Business-Higher Education Forum ,Washington,DC,20036 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING...Strengthening the STEM Education & Workforce Pipeline: Insights from the BHEF U.S. STEM Education Model Led to the STEM Higher Education and...Workforce Project Naval STEM Forum June 15, 2011 Report Documentation Page Form ApprovedOMB No. 0704-0188 Public reporting burden for the collection of

GeoSpatial Workforce Development: enhancing the traditional learning environment in geospatial information technology

NASA Astrophysics Data System (ADS)

Lawhead, Pamela B.; Aten, Michelle L.

2003-04-01

The Center for GeoSpatial Workforce Development is embarking on a new era in education by developing a repository of dynamic online courseware authored by the foremost industry experts within the remote sensing and GIS industries. Virtual classrooms equipped with the most advanced instructions, computations, communications, course evaluation, and management facilities amplify these courses to enhance the learning environment and provide rapid feedback between instructors and students. The launch of this program included the objective development of the Model Curriculum by an independent consortium of remote sensing industry leaders. The Center's research and development focus on recruiting additional industry experts to develop the technical content of the courseware and then utilize state-of-the-art technology to enhance their material with visually stimulating animations, compelling audio clips and entertaining, interactive exercises intended to reach the broadest audience possible by targeting various learning styles. The courseware will be delivered via various media: Internet, CD-ROM, DVD, and compressed video, that translates into anywhere, anytime delivery of GeoSpatial Information Technology education.

Divison of Environmental Education and Development Fiscal Year 1992 annual report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1992-12-31

Primary design criterion for this division`s education activities is directly related to meeting the goal of environmental compliance on an accelerated basis and cleanup of the 1989 inventory of inactive sites and facilities by the year 2019. Therefore, the division`s efforts are directed toward stimulating knowledge and capability to achieve the goals while contributing to DOE`s overall goal of increasing scientific, mathematical, and technical literacy and competency. This annual report is divided into: overview, workforce development, academic partnerships, scholarships/fellowships, environmental restoration and waste management employment program, community colleges, outreach, evaluation, and principal DOE contacts.

Workforce Education: Issues for the New Century.

ERIC Educational Resources Information Center

Pautler, Albert J., Jr., Ed.

This book contains 22 papers on workforce education issues for the new century: "Introduction" (Alfred J. Pautler, Jr.); "Vocational Education: Past, Present, and Future" (Cheryl L. Hogg); "A Philosophic View for Seeing the Past of Vocational Education and Envisioning the Future of Workforce Education: Pragmatism…

Public health workforce employment in US public and private sectors.

PubMed

Kennedy, Virginia C

2009-01-01

The purpose of this study was to describe the number and distribution of 26 administrative, professional, and technical public health occupations across the array of US governmental and nongovernmental industries. This study used data from the Occupational Employment Statistics program of the US Bureau of Labor Statistics. For each occupation of interest, the investigator determined the number of persons employed in 2006 in five industries and industry groups: government, nonprofit agencies, education, healthcare, and all other industries. Industry-specific employment profiles varied from one occupation to another. However, about three-fourths of all those engaged in these occupations worked in the private healthcare industry. Relatively few worked in nonprofit or educational settings, and less than 10 percent were employed in government agencies. The industry-specific distribution of public health personnel, particularly the proportion employed in the public sector, merits close monitoring. This study also highlights the need for a better understanding of the work performed by public health occupations in nongovernmental work settings. Finally, the Occupational Employment Statistics program has the potential to serve as an ongoing, national data collection system for public health workforce information. If this potential was realized, future workforce enumerations would not require primary data collection but rather could be accomplished using secondary data.

Guide for applied public health workforce research: an evidence-based approach to workforce development.

PubMed

Thacker, Stephen B

2009-11-01

Essential to achievement of the public health mission is a knowledgeable, competent, and prepared workforce; yet, there is little application of science and technical knowledge to ensuring the effectiveness of that workforce, be it governmental or private. In this article, I review the evidence for effective workforce development and argue for an increased emphasis on an evidence-based approach to ensuring an effective workforce by encouraging the generation of the evidence base that is required. To achieve this, I propose the appointment of an independent Task Force on Public Health Workforce Practice to oversee the development of a Guide for Public Health Workforce Research and Practice (Workforce Guide), a process that will generate and bring together the workforce evidence base for use by public health practitioners.

Applied Physics Education: PER focused on Physics-Intensive Careers

NASA Astrophysics Data System (ADS)

Zwickl, Benjamin

2017-01-01

Physics education research is moving beyond classroom learning to study the application of physics education within STEM jobs and PhD-level research. Workforce-related PER is vital to supporting physics departments as they educate students for a diverse range of careers. Results from an on-going study involving interviews with entry-level employees, academic researchers, and supervisors in STEM jobs describe the ways that mathematics, physics, and communication are needed for workplace success. Math and physics are often used for solving ill-structured problems that involve data analysis, computational modeling, or hands-on work. Communication and collaboration are utilized in leadership, sales, and as way to transfer information capital throughout the organization through documentation, emails, memos, and face-to-face discussions. While managers and advisors think a physics degree typically establishes technical competency, communication skills are vetted through interviews and developed on the job. Significant learning continues after graduation, showing the importance of cultivating self-directed learning habits and the critical role of employers as educators of specialized technical abilities through on-the-job training. Supported by NSF DGE-1432578.

DoD Acquisition Workforce Education: An SBA Education Case Study

ERIC Educational Resources Information Center

Davenport, Richard W.

2009-01-01

A Department of Defense (DoD) M&S education task force is in the process of studying the Modeling and Simulation (M&S) education of the acquisition workforce. Historically, DoD acquisition workforce education is not referred to as education, but rather what the Defense Acquisition University (DAU) refers to as "practitioner training, career…

Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act

DTIC Science & Technology

1993-01-01

ability to recognize unstated assumptions. Skill in distinguishing facts from hypotheses. 4.20 Analyses Of Relationships The connections and interactions...technical and business knowledge while lacking in appreciation and knowledge of self and relationship with others. (Attachment C) (10) 16 CONCLUSION...N = 15.00 300.0 320.0 340.0 360.0 380.0 400.0 420.0 Perry Level 24 Mar 94 SPSS for MS WINDOWS Release 6.0 Page 10 MBTI: 8 INTP PERRY1 Perry Level

How the EWD Program Aims to Meet Workforce Needs. Policy Brief

ERIC Educational Resources Information Center

Jez, Su Jin; Nodine, Thad

2016-01-01

The Economic and Workforce Development Program (EWD) aims to support California's economy by aligning community college educational programs with workforce development needs. The program connects employers and community college educators through a network of workforce training resources and partnerships called "Doing What Matters for Jobs and…

Educating and Training a Workforce for Nutrition in a Post-2015 World12

PubMed Central

Fanzo, Jessica C; Graziose, Matthew M; Kraemer, Klaus; Gillespie, Stuart; Johnston, Jessica L; de Pee, Saskia; Monterrosa, Eva; Badham, Jane; Bloem, Martin W; Dangour, Alan D; Deckelbaum, Richard; Dobermann, Achim; Fracassi, Patrizia; Hossain, SM Moazzem; Ingram, John; Jerling, Johann C; Jones, CJ; Jap, Stefanus Indrayana; Kiess, Lynnda; Marshall, Quinn; Martin, Keith; Narayan, Anuradha; Amuyunzu-Nayamongo, Mary; Pepping, Fré; West, Keith P

2015-01-01

Nearly all countries in the world today are burdened with malnutrition, manifesting as undernutrition, micronutrient deficiencies, and/or overweight and obesity. Despite some progress, efforts to alleviate malnutrition are hampered by a shortage in number, skills, and geographic coverage, of a workforce for nutrition. Here, we report the findings of the Castel Gandolfo workshop, a convening of experts from diverse fields in March 2014 to consider how to develop the capacity of a global cadre of nutrition professionals for the post-2015 development era. Workshop participants identified several requirements for developing a workforce for nutrition, including an ability to work as part of a multisectoral team; communication, advocacy, and leadership skills to engage decision makers; and a set of technical skills to address future challenges for nutrition. Other opportunities were highlighted that could immediately contribute to capacity development, including the creation of a consortium to link global North and South universities, online training modules for middle managers, and practical, hands-on experiences for frontline nutrition workers. Institutional and organizational support is needed to enable workshop recommendations on education and training to be effectively implemented and sustained. The findings from the Castel Gandolfo workshop can contribute to the delivery of successful nutrition-relevant actions in the face of mounting external pressures and informing and attaining the forthcoming Sustainable Development Goals. PMID:26567189

Educating and training a workforce for nutrition in a post-2015 world.

PubMed

Fanzo, Jessica C; Graziose, Matthew M; Kraemer, Klaus; Gillespie, Stuart; Johnston, Jessica L; de Pee, Saskia; Monterrosa, Eva; Badham, Jane; Bloem, Martin W; Dangour, Alan D; Deckelbaum, Richard; Dobermann, Achim; Fracassi, Patrizia; Hossain, Sm Moazzem; Ingram, John; Jerling, Johann C; Jones, C J; Jap, Stefanus Indrayana; Kiess, Lynnda; Marshall, Quinn; Martin, Keith; Narayan, Anuradha; Amuyunzu-Nayamongo, Mary; Pepping, Fré; West, Keith P

2015-11-01

Nearly all countries in the world today are burdened with malnutrition, manifesting as undernutrition, micronutrient deficiencies, and/or overweight and obesity. Despite some progress, efforts to alleviate malnutrition are hampered by a shortage in number, skills, and geographic coverage, of a workforce for nutrition. Here, we report the findings of the Castel Gandolfo workshop, a convening of experts from diverse fields in March 2014 to consider how to develop the capacity of a global cadre of nutrition professionals for the post-2015 development era. Workshop participants identified several requirements for developing a workforce for nutrition, including an ability to work as part of a multisectoral team; communication, advocacy, and leadership skills to engage decision makers; and a set of technical skills to address future challenges for nutrition. Other opportunities were highlighted that could immediately contribute to capacity development, including the creation of a consortium to link global North and South universities, online training modules for middle managers, and practical, hands-on experiences for frontline nutrition workers. Institutional and organizational support is needed to enable workshop recommendations on education and training to be effectively implemented and sustained. The findings from the Castel Gandolfo workshop can contribute to the delivery of successful nutrition-relevant actions in the face of mounting external pressures and informing and attaining the forthcoming Sustainable Development Goals. © 2015 American Society for Nutrition.

Creation and Implementation of a Workforce Development Pipeline Program at MSFC

NASA Technical Reports Server (NTRS)

Hix, Billy

2003-01-01

Within the context of NASA's Education Programs, this Workforce Development Pipeline guide describes the goals and objectives of MSFC's Workforce Development Pipeline Program as well as the principles and strategies for guiding implementation. It is designed to support the initiatives described in the NASA Implementation Plan for Education, 1999-2003 (EP-1998-12-383-HQ) and represents the vision of the members of the Education Programs office at MSFC. This document: 1) Outlines NASA s Contribution to National Priorities; 2) Sets the context for the Workforce Development Pipeline Program; 3) Describes Workforce Development Pipeline Program Strategies; 4) Articulates the Workforce Development Pipeline Program Goals and Aims; 5) List the actions to build a unified approach; 6) Outlines the Workforce Development Pipeline Programs guiding Principles; and 7) The results of implementation.

The Development of an Educational Continuum to Meet Agricultural Workforce Needs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burleson, Sarah; Rubenstein, Eric; Thoron, Andrew

2012-02-07

The poster explains the basic issues of a development of an educational continuum to meet agricultural workforce needs of Hendry County. The community needs include primarily jobs within the community, training of local biofuels workforce, education for profession-bound students, services for biofuels entrepreneurs, private farming system alternatives and an improvement of overall education system. These needs are to be met in Hendry County on various levels by its secondary education institutions, Edison State College and University of Florida. Each of these parties has a specific role in the overall education and training process, while the outcome of each is amore » local educated and trained workforce.« less

The National Technical Association: A Hallmark for Access and Success

NASA Astrophysics Data System (ADS)

Jearld, A., Jr.

2017-12-01

Minority Technical Organizations (MTO) are under-utilized as a valuable resource that can help develop the next generation of scientists and engineers. For over 90 years, the National Technical Association (NTA) (www.ntaonline.org) has been the premiere technical association for scientists, engineers, architects, technologist, educators, and technical business entrepreneurs for people of color, offering professional development, mentoring and awards recognition to technical professionals. NTA and its partners are developing a diverse workforce by emphasizing enhanced access opportunities to skills development for youth among underrepresented STEM populations. Established in 1925 by Charles Summer Duke, the first African American to receive an engineering degree from Harvard University, NTA served as the model organization for more than 40 other minority technical organizations that began forming in the 1970's. NTA has served as consultants to the US government on the status of African Americans in science and engineering. The first technical organization to establish community based technical mentoring programs targeting minorities, NTA shares information and assists institutions in identifying minority talent. Members developed the first science and engineering curriculum at Historically Black Colleges and Universities (HBCU's), and are working to produce more students with geoscience degrees to ensure greater career placement with increased minority participation in the geosciences. NTA addresses the lack of access, support, and the need for networking through the longest running annual conference for technical practitioners of color. A hallmark of NTA has been access and success through inter-organizational collaborations with communities of scholars, highly experienced professionals and students to discuss the definition of what is successful geoscience education, research, and employment.

New Innovations and Best Practices under the Workforce Investment Act: Field Hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness Committee on Education and Labor, U.S. House of Representatives (May 29, 2009)

ERIC Educational Resources Information Center

US House of Representatives, 2009

2009-01-01

This paper presents the Higher Education, Lifelong Learning, and Competitiveness Subcommittee's fifth hearing in preparation for the reauthorization of the Workforce Investment Act. The last time the Workforce Investment Act reauthorized was in 1998. The Workforce Investment Act was designed to streamline and coordinate job training programs. It…

Health workforce development planning in the Sultanate of Oman: a case study.

PubMed

Ghosh, Basu

2009-06-11

Oman's recent experience in health workforce development may be viewed against the backdrop of the situation just three or four decades ago, when it had just a few physicians and nurses (mostly expatriate). All workforce categories in Oman have grown substantially over the last two decades. Increased self-reliance was achieved despite substantial growth in workforce stocks. Stocks of physicians and nurses grew significantly during 1985-2007. This development was the outcome of well-considered national policies and plans. This case outlines how Oman is continuing to turn around its excessive dependence on expatriate workforce through strategic workforce development planning. The Sultanate's early development initiatives focused on building a strong health care infrastructure by importing workforce. However, the policy-makers stressed national workforce development for a sustainable future. Beginning with the formulation of a strategic health workforce development plan in 1991, the stage was set for adopting workforce planning as an essential strategy for sustainable health development and workforce self-reliance. Oman continued to develop its educational infrastructure, and began to produce as much workforce as possible, in order to meet health care demands and achieve workforce self-reliance. Other policy initiatives with a beneficial impact on Oman's workforce development scenario were: regionalization of nursing institutes, active collaboration with universities and overseas specialty boards, qualitative improvement of the education system, development of a strong continuing professional development system, efforts to improve workforce management, planned change management and needs-based micro/macro-level studies. Strong political will and bold policy initiatives, dedicated workforce planning and educational endeavours have all contributed to help Oman to develop its health workforce stocks and gain self-reliance. Oman has successfully innovated workforce planning within a favorable policy environment. Its intensive and extensive workforce planning efforts, with the close involvement of policy-makers, educators and workforce managers, have ensured adequacy of suitable workforce in health institutions and its increased self-reliance in the health workforce. Oman's experience in workforce planning and development presents an illustration of a country benefiting from successful application of workforce planning concepts and tools. Instead of being complacent about its achievements so far, every country needs to improve or sustain its planning efforts in this way, in order to circumvent the current workforce deficiencies and to further increase self-reliance and improve workforce efficiency and effectiveness.

Health workforce development planning in the Sultanate of Oman: a case study

PubMed Central

Ghosh, Basu

2009-01-01

Introduction Oman's recent experience in health workforce development may be viewed against the backdrop of the situation just three or four decades ago, when it had just a few physicians and nurses (mostly expatriate). All workforce categories in Oman have grown substantially over the last two decades. Increased self-reliance was achieved despite substantial growth in workforce stocks. Stocks of physicians and nurses grew significantly during 1985–2007. This development was the outcome of well-considered national policies and plans. This case outlines how Oman is continuing to turn around its excessive dependence on expatriate workforce through strategic workforce development planning. Case description The Sultanate's early development initiatives focused on building a strong health care infrastructure by importing workforce. However, the policy-makers stressed national workforce development for a sustainable future. Beginning with the formulation of a strategic health workforce development plan in 1991, the stage was set for adopting workforce planning as an essential strategy for sustainable health development and workforce self-reliance. Oman continued to develop its educational infrastructure, and began to produce as much workforce as possible, in order to meet health care demands and achieve workforce self-reliance. Other policy initiatives with a beneficial impact on Oman's workforce development scenario were: regionalization of nursing institutes, active collaboration with universities and overseas specialty boards, qualitative improvement of the education system, development of a strong continuing professional development system, efforts to improve workforce management, planned change management and needs-based micro/macro-level studies. Strong political will and bold policy initiatives, dedicated workforce planning and educational endeavours have all contributed to help Oman to develop its health workforce stocks and gain self-reliance. Discussion and evaluation Oman has successfully innovated workforce planning within a favorable policy environment. Its intensive and extensive workforce planning efforts, with the close involvement of policy-makers, educators and workforce managers, have ensured adequacy of suitable workforce in health institutions and its increased self-reliance in the health workforce. Conclusion Oman's experience in workforce planning and development presents an illustration of a country benefiting from successful application of workforce planning concepts and tools. Instead of being complacent about its achievements so far, every country needs to improve or sustain its planning efforts in this way, in order to circumvent the current workforce deficiencies and to further increase self-reliance and improve workforce efficiency and effectiveness. PMID:19519912

Report of the Committee To Study Preparation of the Workforce. Item #7.

ERIC Educational Resources Information Center

Illinois State Board of Higher Education, Springfield.

This report examines workforce preparation in the state of Illinois within the following general areas: (1) the current and future workforce preparation needs of business; (2) higher education's role in relation to the roles of secondary education, business, labor, and government in providing workforce preparation programs; and (3) the…

ITS/CVO technical project management for non-technical managers : participant guide

DOT National Transportation Integrated Search

1998-09-01

In 1996, the FHWA Office of Motor Carriers (OMC) identified the need to develop a Technical Training Program to support the deployment of Intelligent Transportation System (ITS) technologies for Commercial Vehicle Operations (CVO). The workforce -...

Balancing the health workforce: breaking down overall technical change into factor technical change for labour-an empirical application to the Dutch hospital industry.

PubMed

Blank, Jos L T; van Hulst, Bart L

2017-02-17

Well-trained, well-distributed and productive health workers are crucial for access to high-quality, cost-effective healthcare. Because neither a shortage nor a surplus of health workers is wanted, policymakers use workforce planning models to get information on future labour markets and adjust policies accordingly. A neglected topic of workforce planning models is productivity growth, which has an effect on future demand for labour. However, calculating productivity growth for specific types of input is not as straightforward as it seems. This study shows how to calculate factor technical change (FTC) for specific types of input. The paper first theoretically derives FTCs from technical change in a consistent manner. FTC differs from a ratio of output and input, in that it deals with the multi-input, multi-output character of the production process in the health sector. Furthermore, it takes into account substitution effects between different inputs. An application of the calculation of FTCs is given for the Dutch hospital industry for the period 2003-2011. A translog cost function is estimated and used to calculate technical change and FTC for individual inputs, especially specific labour inputs. The results show that technical change increased by 2.8% per year in Dutch hospitals during 2003-2011. FTC differs amongst the various inputs. The FTC of nursing personnel increased by 3.2% per year, implying that fewer nurses were needed to let demand meet supply on the labour market. Sensitivity analyses show consistent results for the FTC of nurses. Productivity growth, especially of individual outputs, is a neglected topic in workforce planning models. FTC is a productivity measure that is consistent with technical change and accounts for substitution effects. An application to the Dutch hospital industry shows that the FTC of nursing personnel outpaced technical change during 2003-2011. The optimal input mix changed, resulting in fewer nurses being needed to let demand meet supply on the labour market. Policymakers should consider using more detailed and specific data on the nature of technical change when forecasting the future demand for health workers.

The challenges facing midwifery educators in sustaining a future education workforce.

PubMed

Albarran, John W; Rosser, Elizabeth A

2014-08-01

national and international trends have identified concerns over the ability of health and social care workforces in meeting the needs of service users. Attention has increasingly been drawn to problems of recruiting and retaining professionals within higher education; however data in relation to the midwifery profession is scant. to examine the perceptions and experiences of midwifery educators, in south-west England, about the challenges facing them sustaining the education workforce of the future. a mixed methodology approach was adopted involving heads of midwifery education and midwife educators. midwifery participants were recruited from three higher education institutions in south west England. Data collection comprised of self-administered questionnaires plus individual qualitative interviews with heads of midwifery education (n=3), and tape recorded focus groups with midwife academics (n=19). Numerical data were analysed using descriptive statistics. Textual data were analysed for themes that represented the experiences and perspectives of participants. Ethics approval was granted by one University Ethics committee. demographic data suggests that within south-west England, there is a clear ageing population and few in possession of a doctorate within midwifery. The six identified sub-themes represented in the data describe challenges and tensions that midwifery academics experienced in their efforts to attract new recruits and retain those in post in a highly changing educational environment which demands more from a contracting workforce. there remain some serious challenges facing midwifery educators in sustaining the future education workforce, which if unresolved may jeopardise standards of education and quality of care women receive. Active succession planning and more radical approaches that embrace flexible careers will enable educational workforce to be sustained and by a clinically credible and scholarly orientated midwifery workforce. Copyright © 2013 Elsevier Ltd. All rights reserved.

Preparing Students for Jobs: Ensuring Student Success in the Workforce. Data for Action

ERIC Educational Resources Information Center

Data Quality Campaign, 2015

2015-01-01

Why do workforce data matter? A strong education prepares students to succeed in their chosen careers, but education, training, and employment pathways are changing. Individuals take multiple paths into the workforce. Some get jobs after completing high school, some after earning a college degree. To develop and support a strong workforce,…

The National Higher Education and Workforce Initiative: Strategy in Action: Building the Cybersecurity Workforce in Maryland

ERIC Educational Resources Information Center

Business-Higher Education Forum, 2014

2014-01-01

The Business-Higher Education Forum (BHEF) has achieved particular success in operationalizing the National Higher Education and Workforce Initiative (HEWI) in Maryland around cybersecurity. Leveraging its membership of corporate CEOs, university presidents, and government agency leaders, BHEF partnered with the University System of Maryland to…

Interdisciplinary transportation education and workforce development modules (ITEWDM).

DOT National Transportation Integrated Search

2014-01-01

The transportation industry will face a shortage of skilled workforce to manage future advanced transportation systems as the current workforce begins to retire. Education and training of future transportation professionals is critical in view of the...

Educating the Public Health Workforce: A Scoping Review

PubMed Central

Tao, Donghua; Evashwick, Connie J.; Grivna, Michal; Harrison, Roger

2018-01-01

The aim of this scoping review was to identify and characterize the recent literature pertaining to the education of the public health workforce worldwide. The importance of preparing a public health workforce with sufficient capacity and appropriate capabilities has been recognized by major organizations around the world (1). Champions for public health note that a suitably educated workforce is essential to the delivery of public health services, including emergency response to biological, manmade, and natural disasters, within countries and across the globe. No single repository offers a comprehensive compilation of who is teaching public health, to whom, and for what end. Moreover, no international consensus prevails on what higher education should entail or what pedagogy is optimal for providing the necessary education. Although health agencies, public or private, might project workforce needs, the higher level of education remains the sole responsibility of higher education institutions. The long-term goal of this study is to describe approaches to the education of the public health workforce around the world by identifying the peer-reviewed literature, published primarily by academicians involved in educating those who will perform public health functions. This paper reports on the first phase of the study: identifying and categorizing papers published in peer-reviewed literature between 2000 and 2015. PMID:29515988

Mounting Pressures Facing the U.S. Workforce and the Increasing Need for Adult Education and Literacy

ERIC Educational Resources Information Center

Jones, Dennis; Kelly, Patrick

2007-01-01

At a time when economic competitiveness is determined to a considerable extent by the education levels of a nation's workforce, the United States is at serious risk of losing its edge in this realm. While the U.S. still has the best-educated workforce in the world, the advantage arises because of the superior education attainment levels of the…

Geoscience Workforce Development at UNAVCO: Leveraging the NSF GAGE Facility

NASA Astrophysics Data System (ADS)

Morris, A. R.; Charlevoix, D. J.; Miller, M.

2013-12-01

Global economic development demands that the United States remain competitive in the STEM fields, and developing a forward-looking and well-trained geoscience workforce is imperative. According to the Bureau of Labor Statistics, the geosciences will experience a growth of 19% by 2016. Fifty percent of the current geoscience workforce is within 10-15 years of retirement, and as a result, the U.S. is facing a gap between the supply of prepared geoscientists and the demand for well-trained labor. Barring aggressive intervention, the imbalance in the geoscience workforce will continue to grow, leaving the increased demand unmet. UNAVCO, Inc. is well situated to prepare undergraduate students for placement in geoscience technical positions and advanced graduate study. UNAVCO is a university-governed consortium facilitating research and education in the geosciences and in addition UNAVCO manages the NSF Geodesy Advancing Geosciences and EarthScope (GAGE) facility. The GAGE facility supports many facets of geoscience research including instrumentation and infrastructure, data analysis, cyberinfrastructure, and broader impacts. UNAVCO supports the Research Experiences in the Solid Earth Sciences for Students (RESESS), an NSF-funded multiyear geoscience research internship, community support, and professional development program. The primary goal of the RESESS program is to increase the number of historically underrepresented students entering graduate school in the geosciences. RESESS has met with high success in the first 9 years of the program, as more than 75% of RESESS alumni are currently in Master's and PhD programs across the U.S. Building upon the successes of RESESS, UNAVCO is launching a comprehensive workforce development program that will network underrepresented groups in the geosciences to research and opportunities throughout the geosciences. This presentation will focus on the successes of the RESESS program and plans to expand on this success with broader workforce development efforts.

75 FR 34946 - Defense Federal Acquisition Regulation Supplement; Technical Amendment

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-21

....01 Information Assurance Training, Certification, and Workforce Management, certified current as of... pertaining to information technology. List of Subjects in 48 CFR Part 239 Government procurement Ynette R... Assurance Training, Certification, and Workforce Management; and * * * * * [FR Doc. 2010-14936 Filed 6-18-10...

The State and Future of the Primary Care Behavioral Health Model of Service Delivery Workforce.

PubMed

Serrano, Neftali; Cordes, Colleen; Cubic, Barbara; Daub, Suzanne

2018-06-01

The growth of the Primary Care Behavioral Health model (PCBH) nationally has highlighted and created a workforce development challenge given that most mental health professionals are not trained for primary care specialization. This work provides a review of the current efforts to retrain mental health professionals to fulfill roles as Behavioral Health Consultants (BHCs) including certificate programs, technical assistance programs, literature and on-the-job training, as well as detail the future needs of the workforce if the model is to sustainably proliferate. Eight recommendations are offered including: (1) the development of an interprofessional certification body for PCBH training criteria, (2) integration of PCBH model specific curricula in graduate studies, (3) integration of program development skill building in curricula, (4) efforts to develop faculty for PCBH model awareness, (5) intentional efforts to draw students to graduate programs for PCBH model training, (6) a national employment clearinghouse, (7) efforts to coalesce current knowledge around the provision of technical assistance to sites, and (8) workforce specific research efforts.

The Nexus between Postsecondary Education and Workforce Development: Status Report for Second Policy Brief. Working Paper WP/06-04

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2006

2006-01-01

This working paper serves as a preview of the second in a series of four policy briefs that will explore the nexus between postsecondary education and workforce development. The completed policy brief will focus on a number of questions about California's workforce and examine economic and workforce trends in California, including projected…

The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns

ERIC Educational Resources Information Center

Bassok, Daphna; Fitzpatrick, Maria; Loeb, Susanna; Paglayan, Agustina S.

2013-01-01

Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable investments have been made to correct this, but we lack evidence about the extent to which these investments were accompanied by changes in the characteristics of…

A Contextual Examination of Education and Workforce Development in California. Working Paper WP/05-04

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2005

2005-01-01

The role and responsibility of postsecondary education in preparing California's workforce demand both a research-based examination and a comprehensive discussion that can bring education and workforce interests together at the state level. This policy brief and others to follow examine where and how the state's postsecondary systems fit into a…

A Contextual Examination of Education and Workforce Development in California. Commission Report 05-13

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2005

2005-01-01

The role and responsibility of postsecondary education in preparing California's workforce demand both a research-based examination and a comprehensive discussion that can bring education and workforce interests together at the state level. This policy brief and others to follow examine where and how the state's postsecondary systems fit into a…

Reach Higher, America: Overcoming Crisis in the U.S. Workforce. Media

ERIC Educational Resources Information Center

National Commission on Adult Literacy (NJ1), 2008

2008-01-01

America's workforce is facing an education and skills crisis. Among the 30 member countries of the Organisation for Economic Cooperation and Development, the United States is the only one in which younger adults are less educated than the previous generation. "Unless we invest now to educate and train our workforce, America risks its economic…

Workforce Training and Education Gaps in Gerontology and Geriatrics: What We Found in New York State

ERIC Educational Resources Information Center

Maiden, Robert J.; Horowitz, Beverly P.; Howe, Judith L.

2010-01-01

This article summarizes data from the 2008 Symposium Charting the Future for New York State Workforce Training and Education in Aging: The Stakeholder Perspective and the 2009 report "Workforce Training and Education: The Challenge for Academic Institutions". This research is the outcome of a collaborative State Society on Aging of New…

Education in the Nation: Examining the Challenges and Opportunities Facing America's Classrooms. Hearing before the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (February 10, 2011). Serial Number 112-3

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

This paper presents the Committee on Education and the Workforce's hearing on the challenges and opportunities facing America's classrooms. Members testifying before the committee were: Honorable John Kline, Chairman, Committee on Education and the Workforce; and Honorable George Miller, senior Democratic member, Committee on Education and the…

Education and training in optics fabrication: establishing unique partnerships to address workforce training needs for optics and other high technology manufacturing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kiernan, K. J., LLNL

1998-03-11

Over the past several years much concern has been voiced about the lack of trained technologists to support high-technology industry and manufacturing in the United States. Attracting and training both new members and upgrading and retraining current members of this area of the workforce has many challenges to address before adequate numbers of well trained individuals will be available to fill the growing demand and help secure our nation`s economic industrial edge. Among the concerns are the lack of effective training programs, available funding, career image, and vehicles to educate the public on the availability of positions and excellent ratemore » of compensation. These concems which effect many areas of industrial manufacturing have been highlighted by government organizations, such as the Department of Labor statistics, and professional journals and publications. In the specific area of optical fabrication, journals such as ``Laser Focus: and Photon& Spectra`` have dedicated articles and editorials discussing the lack of optical fabrication training resources in the United States. Examples of other vocational areas lacking skilled workers, such as precision machinists, are reflected in articles in other publications such as ``Manufacturing Engineering``. The rising concern by both industry and educational institutions has given rise to examining new and innovative approaches to cooperatively solving these problems. In 1994, the American Association of Community Colleges in collaboration with the U.S. Department of Labor, published a study on creative partnerships between community colleges, business, industry and governmental organizations. The premise developed by the research editor was that while partnerships between colleges and private and public sectors have been developed with great benefit for many years, the challenges facing all parties concerned with workforce development going into a new century will require a new magnitude of creativity. Discussions among both industrial and educational audiences have highlighted this growing concern in a way that is bringing about new ways of thinking in joint collaborations which can successfully, and cost effectively, solve these shortages. Through unique partnering approaches between educational institutions, industry, and national laboratories, new cost-effective workforce training and retraining programs are being developed to maintain this nation`s leadership role in high-technology industrial development. Successful new technician training programs currently being pursued through critical links between Lawrence Livermore National Laboratory (LLNL), community colleges, industry, and high schools are meeting both employer and trainee needs. Currently, under memorandums of agreement which provide for the sharing of curriculum, technical expertise, equipment, and public awareness, identified needs for enhanced optician, laser electro-optic technologist, machinist, and rapid transit operator technical training are being addressed. This session will describe these industry-driven programs, with particular emphasis on the optician training collaborative developed by LLNL, Monroe Community College, and American Precision Manufacturers Association (APOMA) industrial representatives to support the needs of the nation`s optics industry, including the National Ignition Facility (NIF). The $1.2 billion ND? will be the world`s largest optical instrument and is currently the U.S.`s largest R&D project. It will require more than 7,000 meter-class precision optics and more than 15,000 small precision optics. The national capacity for large laser optics fabrication must be increased substantially over its current level, and optics fabrication costs reduced by a factor of two to four times to achieve this goal. It is imperative that an enhanced skilled technical workforce pool be available to enable the U.S. optics industry to successfully meet this challenge. Through collaborative efforts which bring together the strengths of Monroe Community College, LLNL, and APOMA, an enhanced training program focusing on helping meet this demand is successfully moving forward. LLNL and APOMA industries have provided much needed equipment to assist Monroe Community College in enhancing their program with additional hands- on courses which are critical to the rounded education of the students graduating and entering a highly competitive workforce. To date, APOMA has donated equipment valued at over $800,000 and LLNL $500,000. Additionally, through an active industrial advisory board, teamed efforts with the college are helping to develop a responsive, well balanced curriculum which provides students industry identified state-of-the-art skills. The benefit to the students is a more relevant education which, in turn, provides employers well trained entry level employees which means quicker productivity time and lower costs to the employers.« less

To direct the Mayor of the District of Columbia to establish a District of Columbia National Guard Educational Assistance Program to encourage the enlistment and retention of persons in the District of Columbia National Guard by providing financial assistance to enable members of the National Guard of the District of Columbia to attend undergraduate, vocational, or technical courses.

THOMAS, 111th Congress

Rep. Norton, Eleanor Holmes [D-DC-At Large

2009-10-22

Senate - 07/26/2010 Committee on Homeland Security and Governmental Affairs referred to Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia. (All Actions) Tracker: This bill has the status Passed HouseHere are the steps for Status of Legislation:

Preparedness and Emergency Response Learning Centers: supporting the workforce for national health security.

PubMed

Richmond, Alyson L; Sobelson, Robyn K; Cioffi, Joan P

2014-01-01

The importance of a competent and prepared national public health workforce, ready to respond to threats to the public's health, has been acknowledged in numerous publications since the 1980s. The Preparedness and Emergency Response Learning Centers (PERLCs) were funded by the Centers for Disease Control and Prevention in 2010 to continue to build upon a decade of focused activities in public health workforce preparedness development initiated under the Centers for Public Health Preparedness program (http://www.cdc.gov/phpr/cphp/). All 14 PERLCs were located within Council on Education for Public Health (CEPH) accredited schools of public health. These centers aimed to improve workforce readiness and competence through the development, delivery, and evaluation of targeted learning programs designed to meet specific requirements of state, local, and tribal partners. The PERLCs supported organizational and community readiness locally, regionally, or nationally through the provision of technical consultation and dissemination of specific, practical tools aligned with national preparedness competency frameworks and public health preparedness capabilities. Public health agencies strive to address growing public needs and a continuous stream of current and emerging public health threats. The PERLC network represented a flexible, scalable, and experienced national learning system linking academia with practice. This system improved national health security by enhancing individual, organizational, and community performance through the application of public health science and learning technologies to frontline practice.

Educating Tomorrow's Workforce. Proceedings of the Conference of the University/Urban Schools National Task Force (11th, Charleston, South Carolina, November 3-4, 1989).

ERIC Educational Resources Information Center

Bossone, Richard M., Ed.; Polishook, Irwin H., Ed.

The conference reported in this document focused on the issues surrounding the progress of urban public schools in bringing about reforms aimed at providing the nation's future workforce with marketable skills, obtainable only through education. Section 1, "Perspectives on Educating Tomorrow's Workforce," contains the following articles:…

The cardiac sonography workforce in New Zealand.

PubMed

Buckley, Belinda; White, Steve; Poppe, Katrina; Whalley, Gillian

2013-05-01

Introduction : The aim of this paper is to investigate the cardiac sonography workforce characteristics and registration requirements in New Zealand (NZ), with a comparison to similar workforces internationally. Methods : The Survey of Clinical Echocardiography in New Zealand 2 (SCANZ2) audit was performed in December 2010. All of NZ's public-funded District Health Board (DHB) centers providing echocardiography services responded to questions relating to staff, equipment, procedure types and patient statistics. The Medical Radiation Technologists Board (MRTB), Clinical Physiologists Registration Board (CPRB) and Australian Sonographers Association Registry (ASAR) websites were reviewed in March 2012 for registered sonographers with a cardiac scope of practice. The cardiac sonography workforces in Australia, the UK, the USA and Canada were investigated for comparison. Results : There are 84 cardiac sonographers (60.3 full-time equivalent) working in DHBs: 71% from a cardiac technical background; 40% have post-graduate qualifications; a further 17% are undertaking post-graduate qualifications; and 59 cardiac sonographers have registration with professional bodies in NZ and/or Australia. Cardiac sonographers in NZ do not undergo compulsory registration, but other sonographers in NZ have compulsory registration with the MRTB. Sonographers are predominantly not licensed internationally. Discussion : Disparity exists between registration of cardiac and non-cardiac sonographers in NZ. Many cardiac sonographers have voluntary registration but few are registered with the MRTB. Reasons for this include professional alignment, educational qualifications and representation. International trends show increased pressure from governments and professional bodies to regulate sonographers. Conclusion : This study provides a snapshot of the cardiac sonography workforce in NZ for the first time.

The cardiac sonography workforce in New Zealand

PubMed Central

White, Steve; Poppe, Katrina; Whalley, Gillian

2015-01-01

Abstract Introduction: The aim of this paper is to investigate the cardiac sonography workforce characteristics and registration requirements in New Zealand (NZ), with a comparison to similar workforces internationally. Methods: The Survey of Clinical Echocardiography in New Zealand 2 (SCANZ2) audit was performed in December 2010. All of NZ's public‐funded District Health Board (DHB) centers providing echocardiography services responded to questions relating to staff, equipment, procedure types and patient statistics. The Medical Radiation Technologists Board (MRTB), Clinical Physiologists Registration Board (CPRB) and Australian Sonographers Association Registry (ASAR) websites were reviewed in March 2012 for registered sonographers with a cardiac scope of practice. The cardiac sonography workforces in Australia, the UK, the USA and Canada were investigated for comparison. Results: There are 84 cardiac sonographers (60.3 full‐time equivalent) working in DHBs: 71% from a cardiac technical background; 40% have post‐graduate qualifications; a further 17% are undertaking post‐graduate qualifications; and 59 cardiac sonographers have registration with professional bodies in NZ and/or Australia. Cardiac sonographers in NZ do not undergo compulsory registration, but other sonographers in NZ have compulsory registration with the MRTB. Sonographers are predominantly not licensed internationally. Discussion: Disparity exists between registration of cardiac and non‐cardiac sonographers in NZ. Many cardiac sonographers have voluntary registration but few are registered with the MRTB. Reasons for this include professional alignment, educational qualifications and representation. International trends show increased pressure from governments and professional bodies to regulate sonographers. Conclusion: This study provides a snapshot of the cardiac sonography workforce in NZ for the first time. PMID:28191178

The Early Care and Education Workforce

ERIC Educational Resources Information Center

Phillips, Deborah; Austin, Lea J. E.; Whitebook, Marcy

2016-01-01

In this article, Deborah Phillips, Lea Austin, and Marcy Whitebook examine educational preparation, compensation, and professional development among the early childhood workforce. Their central theme is that these features look very different for preschool teachers than they do for the elementary school teaching workforce. Most teachers of…

The "Virtual" Reality of High-Tech Training

ERIC Educational Resources Information Center

Justice, Jamie

2004-01-01

Community and technical colleges are at a crossroads in their history and mission in preparing individuals for the challenges of lifelong learning and the workforce of the future. Many industries are faced with the challenges of replacing an aging and retiring workforce, updating employee skill sets, and maintaining quality and production…

Using State Early Care and Education Workforce Registry Data to Inform Training-Related Questions: Issues to Consider. Research Report. ETS RR-16-31

ERIC Educational Resources Information Center

Ackerman, Debra J.

2016-01-01

The current early care and education (ECE) policy context is bringing increased attention to the training completed by the child care workforce and to the use of registries to track such training. Although ECE workforce registries are designed to record individuals' data, aggregate registry data have the potential to shed light on the workforce's…

Development of a NASA Integrated Technical Workforce Career Development Model Entitled Requisite Occupation Competencies and Knowledge -- the ROCK

NASA Technical Reports Server (NTRS)

Menrad, Robert J.; Larson, Wiley J.

2008-01-01

This paper shares the findings of NASA's Integrated Learning and Development Program (ILDP) in its effort to reinvigorate the HANDS-ON practice of space systems engineering and project/program management through focused coursework, training opportunities, on-the job learning and special assignments. Prior to March 2005, NASA responsibility for technical workforce development (the program/project manager, systems engineering, discipline engineering, discipline engineering and associated communities) was executed by two parallel organizations. In March 2005 these organizations merged. The resulting program-ILDP-was chartered to implement an integrated competency-based development model capable of enhancing NASA's technical workforce performance as they face the complex challenges of Earth science, space science, aeronautics and human spaceflight missions. Results developed in collaboration with NASA Field Centers are reported on. This work led to definition of the agency's first integrated technical workforce development model known as the Requisite Occupation Competence and Knowledge (the ROCK). Critical processes and products are presented including: 'validation' techniques to guide model development, the Design-A-CUrriculuM (DACUM) process, and creation of the agency's first systems engineering body-of-knowledge. Findings were validated via nine focus groups from industry and government, validated with over 17 space-related organizations, at an estimated cost exceeding $300,000 (US). Masters-level programs and training programs have evolved to address the needs of these practitioner communities based upon these results. The ROCK reintroduced rigor and depth to the practitioner's development in these critical disciplines enabling their ability to take mission concepts from imagination to reality.

The impact of women's education, workforce experience, and the One Child Policy on fertility in China: a census study in Guangdong, China.

PubMed

Lan, Manyu; Kuang, Yaoqiu

2016-01-01

The impact of women's education on fertility is of interest to researchers, particularly in China. However, few studies have provided well-founded assessments of how women's education, workforce experience, and birth control policy jointly affect fertility in China. This study, conducted in Guangdong Province, aimed to analyze how these three factors influenced the timing of births and affected women at different stages of their reproductive lives. We used census data for Guangdong Province (1990, 2000, and 2010) to make cross-sectional age-specific comparisons to examine the effects of women's education and workforce participation on fertility outcomes under China's One Child Policy. We found that: (1) under circumstances of low fertility, women tend to have more children with greater educational attainment; (2) the impact of women's education and workforce experience on fertility varied across age groups, with the effect of education showing a bimodal curve peaking at 25-29 years and 40-44 years, and a workforce experience effect at 25-34 years; and (3) the fertility time-squeeze effect by educational attainment was relatively small, the effect by workforce participation was larger, and the most important effect was birth control policy and its implementation. These results suggest that educational attainment and workforce experience have a substantial effect on women's fertility, and a tradeoff between them is unavoidable. China's 2015 birth control policy adjustment should be considered in planning future services to accommodate anticipated increases in the birth rate. More attention should be directed to the causal mechanism (women's preference and selection effects) behind the factors analyzed in this study.

Going Green: Developing the Green-Collar Workforce. Commission Report 08-27

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2008

2008-01-01

Part of any effort made by the California Postsecondary Education Commission to better understand the nexus between postsecondary education and the workforce is learning more about emerging economic and workforce trends. The emergence of the "green economy"-- economic activity based on environmentally-friendly, sustainable principles and…

The Valued People Project: users' views on learning disability nursing.

PubMed

Gates, Bob

A well-educated and trained workforce is undoubtedly crucial to the development of quality care for people with learning disabilities. Notwithstanding this, and unsure as to the need to continue to commission educational programmes for one part of this workforce-pre-registration learning disability nursing-South Central Strategic Health Authority commissioned the Valued People Project to undertake a detailed strategic review of educational commissioning, along with a review of the specialist learning disability health workforce more generally. This project has recently been completed, and provides a unique evidence-based expert evaluation of the future strategic direction of education commissioning and leadership for workforce issues in specialist learning disability services, as well as the wider NHS workforce. This is the first in a series of articles that reports on one aspect of the project: the focus group work undertaken with parents and relatives of people with learning disabilities, and people with learning disabilities themselves, as to the need and type of health workforce needed to support them in the future. The article concludes by identifying the key messages of importance from parents and people with learning disabilities concerning the future specialist and wider NHS workforce.

Welfare Reform. States' Implementation and Effects on the Workforce Development System. Statement of Cynthia M. Fagnoni, Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division. Testimony before the Subcommittee on Postsecondary Education, Training, and Life-Long Learning, Committee on Education and the Workforce, House of Representatives.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

Research on effectiveness of welfare-to-work approaches shows programs that combine approaches--job search assistance and education and training--have better employment and earnings outcomes than either approach alone. Consistent with findings and the work focus of the Personal Responsibility and Work Opportunity Reconciliation Act, states have…

A Nursing Workforce Diversity Project: Strategies for Recruitment, Retention, Graduation, and NCLEX-RN Success.

PubMed

Murray, Ted A; Pole, David C; Ciarlo, Erica M; Holmes, Shearon

2016-01-01

The purpose of this article is to describe a collaborative project designed to recruit and retain students from underrepresented minorities and disadvantaged backgrounds into nursing education. Ethnic minorities remain underrepresented in the nursing workforce in comparison to the general population. The numbers of minorities enrolled in nursing education programs are insufficient to meet the health care workforce diversity needs of the future. High school students were provided with a preprofessional education program to prepare them for admission into a nursing program. Retention strategies were implemented for newly admitted and enrolled nursing education students. Twenty-one high school students enrolled in a nursing education program. The students enrolled in the nursing education program graduated and passed the licensure examination. Early recruitment and multiprong retention programs can be successful in diversifying the registered nurse workforce.

Growing a Wind Workforce: The National Wind Energy Skills Assessment Report (Poster)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tegen, S.

This poster summarizes results from the first published investigation into the detailed makeup of the wind energy workforce as well as a glance at the educational infrastructure and training needs of the wind industry. Insights from this research into the domestic wind workforce allow the private sector, educational institutions, and federal and state governments to make better informed workforce-related decisions based on the current data and future projections.

English Literacy Levels of the Early Care and Education Workforce: A Profile and Associations with Quality of Care. Who Leaves? Who Stays? A Longitudinal Study of the Early Care and Education Workforce in Alameda County, California.

ERIC Educational Resources Information Center

Phillips, Deborah; Crowell, Nancy; Whitebook, Marcy; Bellm, Dan

Research on parents has shown the critical contribution that linguistic input plays in fostering early literacy, but there have been no systematic studies of the literacy of the early care and education workforce and its role in fostering quality early learning environments. This report examines the literacy levels of early childhood educators in…

Preparing for a New Century: Information Technology Workforce Needs.

ERIC Educational Resources Information Center

Teeter, Thomas A.; Bailey, Janet L.; Cherepski, Don D.; Faucett, John; Hines, Robert J.; Jovanovic, Nickolas S.; Tschumi, Pete; Walker, Jeffery T.; Watson, Gretchen B.

The purpose of this project was to determine workforce needs in the new information technology/knowledge-based world in order to design a coherent minor program in information technology at the University of Arkansas at Little Rock for the non-technically oriented college student. The process consisted of three phases: site visits to five…

Workforce Illiteracy in Alabama: Report of the Survey Group.

ERIC Educational Resources Information Center

Horne, Herbert R., Jr.; And Others

A survey group of the State Literacy Workforce Development Council studied the impact of illiteracy on Alabama's work force and economy using census data. Findings indicated that 55 percent of Alabama's adults functioned at literacy levels inadequate to meet the demands of a modern, technical society. Costs to business and industry were lost…

Displaced Worker Transition Programs: Leading the Workforce Back to Community Colleges.

ERIC Educational Resources Information Center

Walters, Greg; And Others

In response to the increasing numbers of displaced workers due to corporate downsizing, Pellissippi State Technical Community College, in Tennessee, has initiated the Workplace Innovation (WIN) Project to help adults gain prerequisite academic and personal skills to re-enter the workforce or enter college for eventual placement in higher-paying…

Characteristics of the Navy Laboratory Warfare Center Technical Workforce

DTIC Science & Technology

2013-09-29

Mathematics and Information Science (M&IS) Actuarial Science 1510 Computer Science 1550 Gen. Math & Statistics 1501 Mathematics 1520 Operations...Admin. Network Systems & Data Communication Analysts Actuaries Mathematicians Operations Research Analyst Statisticians Social Science (SS...workforce was sub-divided into six broad occupational groups: Life Science , Physical Science , Engineering, Mathematics, Computer Science and Information

Diabetes educator role boundaries in Australia: a documentary analysis.

PubMed

King, Olivia; Nancarrow, Susan; Grace, Sandra; Borthwick, Alan

2017-01-01

Diabetes educators provide self-management education for people living with diabetes to promote optimal health and wellbeing. Their national association is the Australian Diabetes Educators Association (ADEA), established in 1981. In Australia the diabetes educator workforce is a diverse, interdisciplinary entity, with nurses, podiatrists, dietitians and several other health professional groups recognised by ADEA as providers of diabetes education. Historically nurses have filled the diabetes educator role and anecdotally, nurses are perceived to have wider scope of practice when undertaking the diabetes educator role than the other professions eligible to practise diabetes education. The nature of the interprofessional role boundaries and differing scopes of practice of diabetes educators of various primary disciplines are poorly understood. Informed by a documentary analysis, this historical review explores the interprofessional evolution of the diabetes educator workforce in Australia and describes the major drivers shaping the role boundaries of diabetes educators from 1981 until 2017. This documentary analysis was undertaken in the form of a literature review. STARLITE framework guided the searches for grey and peer reviewed literature. A timeline featuring the key events and changes in the diabetes educator workforce was developed. The timeline was analysed and emerging themes were identified as the major drivers of change within this faction of the health workforce. This historical review illustrates that there have been drivers at the macro, meso and micro levels which reflect and are reflected by the interprofessional role boundaries in the diabetes educator workforce. The most influential drivers of the interprofessional evolution of the diabetes educator workforce occurred at the macro level and can be broadly categorised according to three major influences: the advent of non-medical prescribing; the expansion of the Medicare Benefits Schedule to include rebates for allied health services; and the competency movement. This analysis illustrates the gradual movement of the diabetes educator workforce from a nursing dominant entity, with an emphasis on interprofessional role boundaries, to an interdisciplinary body, in which role flexibility is encouraged. There is however, recent evidence of role boundary delineation at the meso and micro levels.

Environmental Education and Development Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1994-03-01

The Environmental Education and Development Program is a component on the effort to accomplish the Office of Environmental Restoration and Waste Management`s (EM) goal of environmental compliance and cleanup of the 1989 inventory of inactive DOE sites and facilities by the year 2019. Education and Development programs were designed specifically to stimulate the knowledge and workforce capability necessary to achieve EM goals while contributing to DOE`s overall goal of increasing scientific and technical literacy and competency. The primary implementation criterion for E&D activities involved a focus on programs and projects that had both immediate and long-range leveraging effects on infrastructure.more » This focus included programs that yielded short term results (one to five years), as well as long-term results, to ensure a steady supply of appropriately trained and educated human resources, including women and minorities, to meet EM`s demands.« less

The Pedagogy of Leadership and Educating a Global Workforce

ERIC Educational Resources Information Center

Davis, Dannielle Joy

2014-01-01

No Child Left Behind illustrates policy that stifles pedagogy and the effective training of a global workforce. In an effort to enhance the educational outcomes of students, critical pedagogy and Gardner's Five Minds for the Future are presented as tools for the cultivation of a more innovative workforce. The pedagogical strategies and…

Noncredit Enrollment in Workforce Education: State Policies and Community College Practices

ERIC Educational Resources Information Center

Van Noy, Michelle; Jacobs, James; Korey, Suzanne; Bailey, Thomas; Hughes, Katherine L.

2008-01-01

Postsecondary noncredit education has become increasingly common; many community colleges now enroll more noncredit than credit students. Much of the growth has occurred in workforce instruction and contract training, programs are noted for their role in meeting shifting workforce demands and providing skills in a way that is flexible and…

Investigation of Malaysian Higher Education Quality Culture and Workforce Performance

ERIC Educational Resources Information Center

Ali, Hairuddin Mohd; Musah, Mohammed Borhandden

2012-01-01

Purpose: The purpose of this study is to examine the relationship between the quality culture and workforce performance in the Malaysian higher education sector. The study also aims to test and validate the psychometric properties of the quality culture and workforce performance instruments used in the study. Design/methodology/approach: A total…

A Preliminary Investigation of Why Few Special Educators Are Nationally Board Certified

ERIC Educational Resources Information Center

Benson, Teddi L.; Agran, Martin; Yocom, Dorothy Jean

2010-01-01

In 2006, special education teachers made up 12% of the educational workforce but only 7% of National Board Certified teachers. In contrast, general education teachers made up 88% of the educational workforce and 93% of National Board Certified teachers. This study surveyed a sample of special education teachers who successfully completed…

New Innovations and Best Practices under the Workforce Investment Act. Hearing before the U.S. House of Representatives, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor (February 12, 2009)

ERIC Educational Resources Information Center

US House of Representatives, 2009

2009-01-01

This Subcommittee on Higher Education, Lifelong Learning, and Competitiveness hearing on "New Innovations and Best Practices under the Work-force Investment Act," better known as WIA, is about the reauthorization of the Workforce Investment Act. Members testifying before the Committee were the Honorable Jason Altmire, a Representative in…

Continuing-education needs of the currently employed public health education workforce.

PubMed

Allegrante, J P; Moon, R W; Auld, M E; Gebbie, K M

2001-08-01

This study examined the continuing-education needs of the currently employed public health education workforce. A national consensus panel of leading health educators from public health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of public health educators and the competencies they need to practice effectively. Advocacy; business management and finance; communication; community health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence. Continuing education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the public health education workforce.

Better Jobs, Brighter Futures, a Stronger Washington. Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2015

2015-01-01

The world is changing rapidly. With changes in technology, demographics, and workforce trends, Washington needs colleges to not only keep pace, but lead the way. Washington's 34 community and technical colleges answer that call. The community and technical colleges have proven uniquely positioned to adapt to, embrace, and ignite change. Community…

Defense Acquisition Workforce Improvement Act (DAWIA) Certification: A Comparative Analysis of Certification Versus Qualification

DTIC Science & Technology

2013-09-01

10 2. EDUCATION .....................................................................................12 3. TRAINING...11 Figure 4. Acquisition Workforce Education Levels FY13 (From DAU...xi LIST OF TABLES Table 1. Education Requirements by Career Field ........................................................13 Table 2. Defense

The Workforce Education and Development in Taiwan

ERIC Educational Resources Information Center

Lee, Lung-Sheng

2012-01-01

Workforce education and development (WED) can be broadly defined as those formal, informal and nonformal activities that prepare people for work. In Taiwan, it includes technological and vocational education (TVE), human resource development (HRD), public vocational training and adult education. In order to promote information exchanges and…

Advancing the Illinois Early Childhood Education Workforce: A Model College and Career Pathway. IERC 2017-3

ERIC Educational Resources Information Center

Bernoteit, Stephanie A.; Holt, Janet K.; Kirchhoff, Amber

2017-01-01

The early childhood educator workforce has widely ranging credentials and degrees, qualifications and compensation, typically varying by setting. Yet, there is a national call for aligning and strengthening requirements for preparation of the early childhood workforce to ensure that young children thrive and reach their potential at each stage in…

In-Place Training: Optimizing Rural Health Workforce Outcomes through Rural-Based Education in Australia

ERIC Educational Resources Information Center

May, Jennifer; Brown, Leanne; Burrows, Julie

2018-01-01

The medical workforce shortfall in rural areas is a major issue influencing the nature of undergraduate medical education in Australia. Exposing undergraduates to rural life through rural clinical school (RCS) placements is seen as a key strategy to address workforce imbalances. We investigated the influence of an extended RCS placement and rural…

Preparing Students for Jobs: Ensuring Student Success in the Workforce. Data for Action

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

A strong education prepares students to succeed in their chosen careers; but education, training, and employment pathways are changing. Individuals take multiple paths into the workforce. Some get jobs after completing high school; some after earning a college degree. Others leave the workforce to go back to school, while still others enroll in…

Workforce Education and Two Important Viewpoints

ERIC Educational Resources Information Center

Dennis, Dawn Holley; Hudson, Clemente Charles

2007-01-01

Workforce Education appears to be a goldmine in the state of Florida. As of December 2003, annual job growth statistics reveal that Florida ranked number one in the nation in new jobs and tied for number one in percent change relative to other populous states (Georgia, Texas, New Jersey, and New York). The purpose of Florida's Workforce Education…

Refocusing Adult Education on Career and Postsecondary Success: An Analysis of Adult Education (Title II) Provisions in WIA Reauthorization Proposals

ERIC Educational Resources Information Center

Foster, Marcie

2012-01-01

Two proposals to reauthorize the Workforce Investment Act (WIA) are in the House of Representatives: the "Workforce Investment and Improvement Act of 2012" ("H.R. 4297") and the "Workforce Investment Act of 2012" ("H.R. 4227"). Both proposals reflect a priority of greater alignment among adult education…

Developing the Child Care Workforce: Understanding "Fight" or "Flight" Amongst Workers

ERIC Educational Resources Information Center

Bretherton, Tanya

2010-01-01

The early childhood education and care sector in Australia is undergoing a shift in philosophy. Changes in policy are driving the industry towards a combined early childhood education and care focus, away from one only on child care. This move has implications for the skilling of the child care workforce. This report examines workforce development…

Investment in Graduate and Professional Degree Education: Evidence of State Workforce Productivity Growth

ERIC Educational Resources Information Center

Fatima, Nasrin

2009-01-01

The purpose of this study was to estimate the effects of investment in graduate and professional education on the subsequent growth in state workforce productivity. The independent variables of this study were investment in master's degree education, investment in doctoral degree education, investment in professional degree education, initial…

Latinx and Caucasian Elementary School Children's Knowledge of and Interest in Engineering Activities

ERIC Educational Resources Information Center

Ozogul, Gamze; Miller, Cindy Faith; Reisslein, Martin

2017-01-01

Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous…

Integrating Geographic Information Systems and Remote Sensing for Technical Workforce Training at Two-Year Colleges

ERIC Educational Resources Information Center

National Council for Geographic Education (NJ1), 2006

2006-01-01

This report examines the outcomes of a workshop held at the National Science Foundation on August 15-16, 2005. Forty-six participants, representing academia, industry, government agencies, professional associations, and special projects met to: (1) discuss how geospatial technology training at two-year colleges can address workforce needs; and…

Financial Accountability in the Head Start Early Childhood Program. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Ninth Congress, First Session (April 5, 2005). Serial Number 109-6

ERIC Educational Resources Information Center

US House of Representatives, 2005

2005-01-01

The Committee on Education and the Workforce heard testimony on the financial accountability in the Head Start Early Childhood program. Statements of members were presented by: Honorable John A. Boehner, Chairman, Committee on Education and the Workforce; Honorable Michael N. Castle (R-DE); Honorable George Miller, Ranking Member, Committee on…

Iowa: Education and Workforce Trends through 2025

ERIC Educational Resources Information Center

Carnevale, Anthony P.; Smith, Nicole; Gulish, Artem; Hanson, Andrew R.

2015-01-01

Economic projections show that skills-based technological change across industries and occupations will support rising demand for postsecondary education and training. By 2025, the Georgetown University Center on Education and the Workforce projects that 68 percent of the jobs in Iowa will require some level of postsecondary education. A key…

The role of internationally educated nurses in a quality, safe workforce.

PubMed

D Sherwood, Gwen; Shaffer, Franklin A

2014-01-01

Migration and globalization of the nursing workforce affect source countries and destination countries. Policies and regulations governing the movement of nurses from one country to another safeguard the public by ensuring educational comparability and competence. The global movement of nurses and other health care workers calls for quality and safety competencies that meet standards such as those defined by the Institute of Medicine. This article examines nurse migration and employment of internationally educated nurses (IENs) in the context of supporting and maintaining safe, quality patient care environments. Migration to the United States is featured as an exemplar to consider the following key factors: the impact of nurse migration on the nursing workforce; issues in determining educational comparability of nursing programs between countries; quality and safety concerns in transitioning IENs into the workforce; and strategies for helping IENs transition as safe, qualified members of the nursing workforce in the destination country. Copyright © 2014 Elsevier Inc. All rights reserved.

The "Working Lives" Project: A Window into Australian Education and Workforce Participation

ERIC Educational Resources Information Center

Fehring, Heather; Herring, Katherine

2013-01-01

Lifting the rate of workforce participation in Australia has been called "the challenge of the decade". In light of the ageing workforce, changing nature of work demands and workforce attitudes, the need for insight into current patterns of workforce participation has never been more urgent. The following paper offers an overview of an…

Coordinating Postsecondary Education and the Public Workforce System in Workforce Planning. Policy Insights

ERIC Educational Resources Information Center

Bransberger, Peace

2015-01-01

In July 2014, President Obama signed into law the Workforce Innovation and Opportunity Act (WIOA), a major restructuring and modernization of U.S. workforce development programs originally created through the Workforce Investment Act of 1998 (WIA), which had been awaiting reauthorization for more than a decade. This brief provides an overview of…

Professional Development of the Early Childhood Education Teaching Workforce in the United States: An Overview

ERIC Educational Resources Information Center

Gomez, Rebecca E.; Kagan, Sharon Lynn; Fox, Emily A.

2015-01-01

Resulting from a fragmented landscape of policies for and uneven investments in the early childhood education (ECE) field in the United States, the qualifications of the ECE teaching workforce are typically quite low. This article first reviews the history and status of the ECE teaching workforce in the United States, focusing on the evolution of…

Educating and Training the Workforce to Work with People with Dementia: Two Projects from the United Kingdom

ERIC Educational Resources Information Center

Mustafa, Nageen; Tsaroucha, Anna; Le Mesurier, Nick; Benbow, Susan Mary; Kingston, Paul

2013-01-01

Educating and training the dementia workforce is a global challenge, given the expected increasing number of people living with dementia across the world as the population ages. Two projects from the UK (one regionally and one locality based) investigated courses available to the workforce and mapped the content of identified courses against a…

Tribal Colleges and Universities/American Indian Research and Education Initiatives Advanced Manufacturing Technical Assistance Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

Atcitty, Stanley

The overall goal of this project is to establish a network of TCUs with essential advanced manufacturing (AM) facilities, associated training and education programs, and private sector and federal agency partnerships to both prepare an American Indian AM workforce and create economic and employment opportunities within Tribal communities through design, manufacturing, and marketing of high quality products. Some examples of high quality products involve next generation grid components such as mechanical energy storage, cabling for distribution of energy, and electrochemical energy storage enclosures. Sandia National Laboratories (Sandia) is tasked to provide technical advising, planning, and academic program development support formore » the TCU/American Indian Higher Education Consortium (AIHEC) Advanced Manufacturing Project. The TCUs include Bay Mills Community College (BMCC), Cankdeska Cikana Community College (CCCC), Navajo Technical University (NTU), Southwestern Indian Polytechnic Institute (SIPI), and Salish Kooteani College. AIHEC and Sandia, with collaboration from SIPI, will be establishing an 8-week summer institute on the SIPI campus during the summer of 2017. Up to 20 students from TCUs are anticipated to take part in the summer program. The goal of the program is to bring AM science, technology, engineering, and mathematics (STEM) awareness and opportunities for the American Indian students. Prior to the summer institute, Sandia will be providing reviews on curriculum plans at the each of the TCUs to ensure the content is consistent with current AM design and engineering practice. In addition, Sandia will provide technical assistance to each of the TCUs in regards to their current AM activities.« less

Workforce Investment Act: Coordination between TANF Programs and One-Stop Centers Is Increasing, but Challenges Remain. Statement of Sigurd R. Nilsen, Director, Education, Workforce, and Income Security Issues [to the] Subcommittee on 21st Century Competitiveness, Committee on Education and the Workforce, House of Representatives.

ERIC Educational Resources Information Center

Nilsen, Sigurd R.

The General Accounting Office assessed the extent to which states were coordinating their Temporary Assistance for Needy Families (TANF) services with their one-stop centers. Data were gathered through the following activities: (1) an autumn 2001 survey of workforce development agency officials in all 50 states and a similar survey conducted in…

The Impact of Arts Education on Workforce Preparation. Issue Brief.

ERIC Educational Resources Information Center

Psilos, Phil

Research examining the impact of arts education on workforce preparation has confirmed that programs incorporating the arts can be educational, developmentally rich, and cost-effective ways of providing students with the skills needed for productive participation in today's economy. Arts education has been shown to help students develop basic,…

A Historical and Contextual Look at Education and Workforce Development. Working Paper WP/05-02

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2005

2005-01-01

The California Postsecondary Education Commission is currently producing a series of policy briefs examining the nexus between workforce development and postsecondary education. The research question "How does California's postsecondary education system contribute to the needs of the state's economy and its future?" will serve as the…

The Impact of a Cohort-Based Learning Model on Student Success within Vocational Technical Certificates at a Community College

ERIC Educational Resources Information Center

Oldham, Todd M.

2017-01-01

Workforce practitioners within community colleges are increasingly faced with pressures from business and industry to offer academic and career oriented programs targeted to the workforce needs of local industry. Most recently, there has been a call from both industry and the White House for community colleges to complete more students in…

Redefining Leadership Education in Graduate Public Health Programs: Prioritization, Focus, and Guiding Principles

PubMed Central

Oxendine, Jeffrey S.

2015-01-01

Public health program graduates need leadership skills to be effective in the complex, changing public health environment. We propose a new paradigm for schools of public health in which technical and leadership skills have equal priority as core competencies for graduate students. Leadership education should focus on the foundational skills necessary to effect change independent of formal authority, with activities offered at varying levels of intensity to engage different students. Leadership development initiatives should be practice based, process focused, interdisciplinary, diversity based, adaptive, experimental, innovative, and empowering, and they should encourage authenticity. Leadership training in graduate programs will help lay the groundwork for public health professionals to have an immediate impact in the workforce and to prioritize continuous leadership development throughout their careers. PMID:25706021

Forward!

ERIC Educational Resources Information Center

Finkel, Ed

2018-01-01

The announcement that Taiwanese manufacturing giant Foxconn will bring 13,000 jobs to Wisconsin and partner with Gateway Technical College is great news for the state's community and technical colleges and their students, but it's not particularly surprising. The state's two-year colleges have been notching all sorts of workforce development…

NASA and Education

NASA Technical Reports Server (NTRS)

1990-01-01

President Bush endorsed a package of six goals developed by the governors of the 50 states, among them making the United States first in the world in mathematics and science achievement. The crux of the technical manpower problem is that too few people in the workforce today have the skills required to function in a technologically advanced society. All over the U.S., government, industry and academic organizations, individually and in concert, at the national, state and local levels, are accelerating efforts to find remedies for the educational and training maladies that threaten America's scientific and technological future. NASA is among the leading education promoting organizations and the agency is expanding its effort. In May 1990, NASA and the Department of Energy concluded an agreement for a cooperative program directed at encouraging more U.S. students to pursue careers in science, engineering and mathematics, and at improving the instructional process in those areas at the precollege and university levels.

International profiles of dental hygiene 1987 to 2006: a 21-nation comparative study.

PubMed

Johnson, Patricia M

2009-04-01

This international longitudinal study examines trends and changes in dental hygiene. Information was collected from national dental hygienists' associations through a series of five surveys conducted between 1987 and 2006; sample sizes increased from thirteen to twenty-five countries. As dental hygiene has evolved, it has remained remarkably consistent globally, in particular its scope of clinical practice. Regarding historical development, predominant work setting, and professional organisation, the profession was more similar than dissimilar. Greater variation existed regarding the supply, education, regulation, workforce behaviour and remuneration of dental hygienists. Over the 19-year period, there was a marked increase in supply accompanied by improved dental hygienist-to-population and to-dentist ratios, continuing high workforce participation rates, shift to and increase in the number of baccalaureate-level education programmes, and increase in scope of practice and professional autonomy including, for many countries, a decline in mandatory work supervision and slight increase in independent practice. By 2006, the profiles reflected the vast majority of the world's population of dental hygienists. While the rate of change varied, its nature was consistent overall, resulting in a continuing homogeneity in the profession worldwide. Observed trends and persisting issues have implications for service accessibility and technical efficiency and should continue to be monitored.

Crossing the Bridge: The Role of Lived Experiences in Shaping Noncredit Workforce Education Students' Educational Goals

ERIC Educational Resources Information Center

Ozmun, Cliff D.

2012-01-01

The purpose of this study was to explore the lived experiences of students enrolled in noncredit workforce education programs as preparation for ongoing education. Ten students enrolled in a noncredit welding class were interviewed and the interview transcripts were subjected to analytic induction. Notable findings indicate that students were…

The Career Pathways Landscape: Policy, Partnership, and Association Impact in Higher Education

ERIC Educational Resources Information Center

Schulte, Marthann; Custard, Holly; Cunningham, Mark; Major, Debbie; Murray, Ashley P.; Stone, Alexandria

2017-01-01

"Career pathways" is the collective term for a workforce development strategy to support workers as they transition from education into jobs. Adopted at the federal, state, and local levels, the strategy increases education, training, and learning opportunities for America's current and emerging workforce. As workers mature, career…

Educational Credentialing of an Aging Workforce: Uneasy Conclusions

ERIC Educational Resources Information Center

Isopahkala-Bouret, Ulpukka

2015-01-01

This study investigates the educational attainment of an aging workforce from the perspective of educational credentialing. The research questions are defined as follows: Why are workers over age 50 attaining university degrees? How do they narratively construct the rational for pursuing well-recognized credentials in midlife? The specific focus…

34 CFR 361.23 - Requirements related to the statewide workforce investment system.

Code of Federal Regulations, 2011 CFR

2011-07-01

... technology for individuals with disabilities; (ii) The use of information and financial management systems... 34 Education 2 2011-07-01 2010-07-01 true Requirements related to the statewide workforce investment system. 361.23 Section 361.23 Education Regulations of the Offices of the Department of Education...

A Review of Twenty-First Century Higher Education

ERIC Educational Resources Information Center

Chan, Shirley

2018-01-01

This article is predominantly concerned with the global challenges associated with managing an academic workforce in an era characterised by increased demand for higher education. In scrutinising global trends in higher education and academic workforce management, the article will address two research questions. First, what are the global trends…

Transforming the Early Care and Education Workforce

ERIC Educational Resources Information Center

Vecchiotti, Sara

2018-01-01

There is ample opportunity for state boards to improve outcomes for children by strengthening the early care and education workforce and thereby improving the quality of early care and education. Ensuring that ECE professionals have the knowledge, supports, and resources they need to support children's learning is one avenue to improving the…

A Framework for Evaluating Implementation of Community College Workforce Education Partnerships and Programs

ERIC Educational Resources Information Center

Yarnall, Louise; Tennant, Elizabeth; Stites, Regie

2016-01-01

Greater investments in community college workforce education are fostering large-scale partnerships between employers and educators. However, the evaluation work in this area has focused on outcome and productivity metrics, rather than addressing measures of implementation quality, which is critical to scaling any innovation. To deepen…

Medical workforce education and training: A failed decentralisation attempt to reform organisation, financing, and planning in England.

PubMed

Ovseiko, Pavel V; Buchan, Alastair M

2015-12-01

The 2010-2015 Conservative and Liberal Democrat coalition government proposed introducing a radical decentralisation reform of the organisation, financing, and planning of medical workforce education and training in England. However, following public deliberation and parliamentary scrutiny of the government's proposals, it had to abandon and alter its original proposals to the extent that they failed to achieve their original decentralisation objectives. This failed decentralisation attempt provides important lessons about the policy process and content of both workforce governance and health system reforms in Europe and beyond. The organisation, financing, and planning of medical workforce education is as an issue of national importance and should remain in the stewardship of the national government. Future reform efforts seeking to enhance the skills of the workforce needed to deliver high-quality care for patients in the 21st century will have a greater chance of succeeding if they are clearly articulated through engagement with stakeholders, and focus on the delivery of undergraduate and postgraduate multi-professional education and training in universities and teaching hospitals. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Will HEE and LETBs deliver the 'right nurse'?

PubMed

While, Alison

2012-03-01

The restructuring of the NHS in England will see the loss of strategic health authorities, with their workforce education remit being transferred to a completely new structure comprising Health Education England (HEE) and Local Education and Training Boards (LETBs). HEE will provide national oversight of strategic workforce planning and allocate the education and training budget, and will also be responsible for national schemes like junior doctor training. The LETBs will be populated by representatives of health-care providers and professionals, and will be the interface with HEE. They will be charged with ensuring high-quality outcomes from educational investment and meeting the needs of health-care delivery, patients and the public. The universities, colleges, employers and other local education providers will remain responsible for educating the health-care workforce.

The New Corporate Landscape and Workforce Skills: What Firms Want; How They Get It; and the Role of Education, Training and Community Colleges.

ERIC Educational Resources Information Center

Salzman, Harold; Moss, Philip; Tilly, Chris

This paper presents two policy issues related to the topic of workforce preparation. While changes in the structures and requirement of jobs in the postwar economy have created a need for a more skilled workforce, at the same time, corporations have become increasingly reluctant to invest in training and education for youth and for their own…

The Bayer Facts of Science Education XVI: "US STEM Workforce Shortage--Myth or Reality? Fortune 1000 Talent Recruiters on the Debate"

ERIC Educational Resources Information Center

Journal of Science Education and Technology, 2014

2014-01-01

A major debate is currently underway in the USA about whether there is, in fact, a science, technology, engineering and mathematics (STEM) workforce shortage in the country or not. This is the subject of the "Bayer Facts of Science Education XVI: US STEM Workforce Shortage--Myth or Reality? Fortune 1000 Talent Recruiters on the Debate."…

Illinois Occupational Skill Standards: Chemical Process Technical Operators.

ERIC Educational Resources Information Center

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as chemical process technical operators. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process…

Acquisition Workforce Strategy: The Challenge Department of Defense (DoD) Faces to Improve its Acquisition Workforce

DTIC Science & Technology

2011-12-01

Personnel Trends Relevant to Policy, 1993–2006. Santa Monica, CA: RAND Corporation/TR-572-OSD, by Gates, Susan M., Edward G. Keating , Adria D...settlement of contracts and subcontracts. Duties include evaluating information about contractor economic assertions, comparing those assertions to...Quality, and Manufacturing Acquisition-related manufacturing and production duties vary greatly in managerial , administrative, and technical

Mental health and addiction workforce development: federal leadership is needed to address the growing crisis.

PubMed

Hoge, Michael A; Stuart, Gail W; Morris, John; Flaherty, Michael T; Paris, Manuel; Goplerud, Eric

2013-11-01

The mental health and addiction workforce has long been plagued by shortages, high turnover, a lack of diversity, and concerns about its effectiveness. This article presents a framework to guide workforce policy and practice, emphasizing the need to train other health care providers as well as individuals in recovery to address behavioral health needs; strengthen recruitment, retention, and training of specialist behavioral health providers; and improve the financial and technical assistance infrastructure to better support and sustain the workforce. The pressing challenge is to scale up existing plans and strategies and to implement them in ways that have a meaningful impact on the size and effectiveness of the workforce. The aging and increasing diversity of the US population, combined with the expanded access to services that will be created by health reform, make it imperative to take immediate action.

Hospital churn and casemix instability: implications for planning and educating the nursing workforce.

PubMed

Chiarella, Mary; Roydhouse, Jessica K

2011-02-01

Health workforce planning is a priority for Australian governments at both state and federal levels. Nursing shortages are a significant problem and addressing these shortages is likely to be a component of any workforce plan. This paper looks at the case of hospital nursing and argues that casemix, workforce and management instability inhibit workforce planning for hospital nursing. These issues are related and any efforts to objectively plan the hospital nursing workforce must seek to address them in order to succeed.

Educating to improve population health outcomes in chronic disease: an innovative workforce initiative across remote, rural and Indigenous communities in northern Australia.

PubMed

Smith, J Dade; O'Dea, K; McDermott, R; Schmidt, B; Connors, C

2006-01-01

Like Indigenous populations in other countries, an epidemic of chronic disease has swept across Australia's Indigenous communities in the past decade. The Northern Territory and Queensland health departments initiated preventable chronic disease strategies in 1999 and 2001, respectively. Yet finding innovative ways to translate this to the health workforce was challenging. Through support from the Australian Government, three universities, two health departments and two Indigenous organisations worked in partnership to improve workforce capacity in remote and rural communities through innovative education. The methods included: (i) a training needs analysis consisting of 76 semi-structured interviews with key informants, and 35 surveys of remote staff; (ii) a literature and resource review; (iii) the development of a curriculum framework using: the existing competencies and standards across the health disciplines; the identified workforce needs; and what the workforce can impact upon; (iv) a multidisciplinary workshop with 35 educators across northern Australia that resulted in the basis for agreement of the final curriculum content and framework; (v) the development of a chronic disease self-assessment tool that was piloted with remote health staff; (vi) an assisted integration process for key stakeholders. An evaluation framework was also developed, as a separate project, in conjunction with the project partners during this time. This project identified that a paradigm shift is required in the way in which we educate the entire health workforce to deal effectively with the impact of chronic disease across remote, rural and Indigenous populations. In particular a need was found to educate the educators in the chronic care model and in using a population health approach. The training needs analysis identified very little difference between the education and training needs across the rural and remote health disciplines; it was perceived that they managed chronic disease fairly well yet found prevention and early detection to be at the 'hard end'. The main barriers identified were the demands of acute care over chronic disease management, compounded by high workforce turnover in remote areas. The curriculum framework, in particular the domains of remote practice, is being used by several Australian universities, health departments and non-government organisations in adapting their existing or new education programs. The self-assessment tool was based on the curriculum outcomes and was piloted in 2005 and found to be very useful for pre- and post-training purposes and as a discussion starter for all disciplines and groups. A practical curriculum framework now exists to integrate a population health approach for the prevention and early detection of chronic disease when educating the primary healthcare workforce. It is relevant to all health disciplines and is flexible in that it can be adapted, or adopted, depending on the educational needs of the disciplinary group. It is being imbedded into numerous undergraduate, postgraduate, and professional development programs in Australia. It includes: the core learning outcomes expected of any workforce, resources, and a self-assessment tool in chronic disease. These tools are assisting educators in the required paradigm shift required of the workforce to alter the single disease based practice model towards a comprehensive and integrated population based approach required for the workforce in the 21st century.

A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add.

PubMed

Brownie, Sharon Mary; Thomas, Janelle

2014-09-01

This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce competency-based education and training and competency-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable - in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project's genesis and focus of the study are highlighted. A summary of key definitions related to competency-based education and training frameworks and competency-based career frameworks are provided to further readers' commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia's current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented.

The District Role in Supporting College and Career Readiness for Students: Perspectives from Long Beach, Albuquerque, and Philadelphia

ERIC Educational Resources Information Center

Duffy, Helen; Darwin, Marlene

2013-01-01

Current federal policy and the broader national agenda focus on education as an integral element of a strong and competitive United States economy, and a well-educated workforce is essential to economic growth. To help build this workforce, state education agencies, local education agencies, and schools need to develop comprehensive approaches to…

Getting WELL: Workforce Education & Lifelong Learning. Designs for Professional Education and Action Research To Improve the Education and Training of Underserved Youth and Adults. Final Report.

ERIC Educational Resources Information Center

Sticht, Thomas G.; And Others

This report focuses on work force education and lifelong learning as a newly emerging strategy for meeting many challenges of education and work in the 21st century. Chapter 1 introduces the concept, reviews the sociopolitical background to the strategy, and presents the rationale for a new type of professional, Workforce Education and Lifelong…

Navigating Community College Transfer in Science, Technical, Engineering, and Mathematics Fields

ERIC Educational Resources Information Center

Packard, Becky Wai-Ling; Gagnon, Janelle L.; Senas, Arleen J.

2012-01-01

Given financial barriers facing community college students today, and workforce projections in science, technical, engineering, and math (STEM) fields, the costs of unnecessary delays while navigating transfer pathways are high. In this phenomenological study, we analyzed the delay experiences of 172 students (65% female) navigating community…

Computerising the Salesforce: The Introduction of Technical Change in a Non-Union Workforce.

ERIC Educational Resources Information Center

Newell, Helen; Lloyd, Caroline

1998-01-01

Results of interviews with 13 pharmaceutical sales representatives, five sales managers, and six human-resource managers and 47 survey responses showed that introduction of information technology was seen as purely technical; human-resources departments played no role; and informal communication procedures enabled management to ignore individual…

CAM practitioners in the Australian health workforce: an underutilized resource

PubMed Central

2012-01-01

Background CAM practitioners are a valuable but underutilizes resource in Australian health care. Despite increasing public support for complementary and alternative medicine (CAM) little is known about the CAM workforce. Apart from the registered professions of chiropractic, osteopathy and Chinese medicine, accurate information about the number of CAM practitioners in the workforce has been difficult to obtain. It appears that many non-registered CAM practitioners, although highly qualified, are not working to their full capacity. Discussion Increasing public endorsement of CAM stands in contrast to the negative attitude toward the CAM workforce by some members of the medical and other health professions and by government policy makers. The marginalisation of the CAM workforce is evident in prejudicial attitudes held by some members of the medical and other health professions and its exclusion from government policy making. Inconsistent educational standards has meant that non-registered CAM practitioners, including highly qualified and competent ones, are frequently overlooked. Legitimising their contribution to the health workforce could alleviate workforce shortages and provide opportunities for redesigned job roles and new multidisciplinary teams. Priorities for better utilisation of the CAM workforce include establishing a guaranteed minimum education standard for more CAM occupation groups through national registration, providing interprofessional education that includes CAM practitioners, developing courses to upgrade CAM practitioners' professional skills in areas of indentified need, and increasing support for CAM research. Summary Marginalisation of the CAM workforce has disadvantaged those qualified and competent CAM practitioners who practise evidence-informed medicine on the basis of many years of university training. Legitimising and expanding the important contribution of CAM practitioners could alleviate projected health workforce shortages, particularly for the prevention and management of chronic health conditions and for health promotion. PMID:23116374

CAM practitioners in the Australian health workforce: an underutilized resource.

PubMed

Grace, Sandra

2012-11-02

CAM practitioners are a valuable but underutilizes resource in Australian health care. Despite increasing public support for complementary and alternative medicine (CAM) little is known about the CAM workforce. Apart from the registered professions of chiropractic, osteopathy and Chinese medicine, accurate information about the number of CAM practitioners in the workforce has been difficult to obtain. It appears that many non-registered CAM practitioners, although highly qualified, are not working to their full capacity. Increasing public endorsement of CAM stands in contrast to the negative attitude toward the CAM workforce by some members of the medical and other health professions and by government policy makers. The marginalisation of the CAM workforce is evident in prejudicial attitudes held by some members of the medical and other health professions and its exclusion from government policy making. Inconsistent educational standards has meant that non-registered CAM practitioners, including highly qualified and competent ones, are frequently overlooked. Legitimising their contribution to the health workforce could alleviate workforce shortages and provide opportunities for redesigned job roles and new multidisciplinary teams. Priorities for better utilisation of the CAM workforce include establishing a guaranteed minimum education standard for more CAM occupation groups through national registration, providing interprofessional education that includes CAM practitioners, developing courses to upgrade CAM practitioners' professional skills in areas of indentified need, and increasing support for CAM research. Marginalisation of the CAM workforce has disadvantaged those qualified and competent CAM practitioners who practise evidence-informed medicine on the basis of many years of university training. Legitimising and expanding the important contribution of CAM practitioners could alleviate projected health workforce shortages, particularly for the prevention and management of chronic health conditions and for health promotion.

The community FabLab platform: applications and implications in biomedical engineering.

PubMed

Stephenson, Makeda K; Dow, Douglas E

2014-01-01

Skill development in science, technology, engineering and math (STEM) education present one of the most formidable challenges of modern society. The Community FabLab platform presents a viable solution. Each FabLab contains a suite of modern computer numerical control (CNC) equipment, electronics and computing hardware and design, programming, computer aided design (CAD) and computer aided machining (CAM) software. FabLabs are community and educational resources and open to the public. Development of STEM based workforce skills such as digital fabrication and advanced manufacturing can be enhanced using this platform. Particularly notable is the potential of the FabLab platform in STEM education. The active learning environment engages and supports a diversity of learners, while the iterative learning that is supported by the FabLab rapid prototyping platform facilitates depth of understanding, creativity, innovation and mastery. The product and project based learning that occurs in FabLabs develops in the student a personal sense of accomplishment, self-awareness, command of the material and technology. This helps build the interest and confidence necessary to excel in STEM and throughout life. Finally the introduction and use of relevant technologies at every stage of the education process ensures technical familiarity and a broad knowledge base needed for work in STEM based fields. Biomedical engineering education strives to cultivate broad technical adeptness, creativity, interdisciplinary thought, and an ability to form deep conceptual understanding of complex systems. The FabLab platform is well designed to enhance biomedical engineering education.

Three Essays on the Economics of Higher Educational Attainment

ERIC Educational Resources Information Center

Hickman, Daniel C.

2010-01-01

This dissertation examines issues regarding the educational attainment of the U.S. workforce. Specifically, I investigate the impact of various factors on the growth of postsecondary educational attainment. This includes issues pertaining to improving the skill-level of the workforce at the regional or state level, as well as for the domestic…

Building an Academe and Government Partnership in Workforce Education: Challenges and Possibilities

ERIC Educational Resources Information Center

Kearney, Kerri S.; Self, Mary Jo; Bailey, Lucy; Harris, Ed; Halcomb, Starla; Hill, Brent; Shimp, Upton

2007-01-01

In 2004, the College of Education at Oklahoma State University began the task of building a partnership with the Defense Ammunition Center (DAC) in McAlester, Oklahoma, and implementing research-driven, experience-based workforce education. In this article, the authors describe unique features and challenges of this multi-year…

Exploring the Lived Experiences of Students Enrolled in Noncredit Workforce Education Programs

ERIC Educational Resources Information Center

Ozmun, Clifford D.

2011-01-01

The purpose of this phenomenological inquiry was to explore the lived experiences of students enrolled in noncredit workforce education programs as preparation for their work, life, and ongoing education. Ten students enrolled in a noncredit welding class were interviewed and the interview transcripts were subjected to analytic induction…

Recommended Policies and Practices for Advancing Indiana's System of Adult Education and Workforce Training

ERIC Educational Resources Information Center

National Center for Higher Education Management Systems (NJ1), 2009

2009-01-01

With generous support from the Lilly Endowment, the Indiana Chamber has contracted with National Center for Higher Education Management Systems (NCHEMS) to provide a policy framework and specific recommendations for improving the system of adult education and workforce training in Indiana--building on the important initiatives that have already…

The National Higher Education and Workforce Initiative: Forging Strategic Partnerships for Undergraduate Innovation and Workforce Development

ERIC Educational Resources Information Center

Business-Higher Education Forum, 2013

2013-01-01

This is the first in a series of Business-Higher Education Forum (BHEF) playbooks intended to assist companies, higher education institutions, private philanthropies, membership associations, professional societies, government agencies, and other stakeholders seeking to understand the potential value of investing in coordinated strategic,…

The Institute on Climate and Planets (ICP): A Research Education Program

NASA Technical Reports Server (NTRS)

Carlson, Barbara (Technical Monitor)

2003-01-01

Giving students a fair start to become productive and responsible contributors in the 21st century workforce and society depends on our ability to help them develop: (1) A global view of the world; (2) Problem-solving and/or reasoning abilities; (3) Basic scientific and technical literacy; and (4) A multi-disciplinary understanding of how humans and nature interact with the earth system. The Institute on Climate and Planets (ICP) in New York City is NASA Goddard Institute for Space Studies' (GISS) response to the national challenge to give students a fair start to become productive in America's workforce and society, GISS is part of the Earth Science Director at NASA Goddard Space Flight Center in Maryland and a component of Columbia University's Earth Institute, a university-wide initiative whose mission is to understand our planet so as to enhance its sustainability. In 1994 Jim Hansen, several of his GISS and Columbia University colleagues and Fitzgerald Bramwell, the former Director of the New York City Alliance for Minority Participation at City University of New York, launched the ICP. ICP contributes to NASA education and minority outreach goals by directly involving underrepresented college, high school and junior high school students and their educators in research. ICP takes advantage of the interest of many civil servants and Columbia University research scientists at GISS to involve students and educators on multi-level research teams working on problems at the core of NASA's Earth Science Enterprise - advancing our understanding of Earth s climate, climate variability, and climate impacts.

Graduate Medical Education Consortia: Changing the Governance of Graduate Medical Education to Achieve Physician Workforce Objectives. Council on Graduate Medical Education, Ninth Report.

ERIC Educational Resources Information Center

Council on Graduate Medical Education.

Earlier reports and studies have endorsed the consortia concept as a vehicle for reorganizing medical education and restructuring the physician workforce. This report by the Council on Graduate Medical Education, which serves in an advisory capacity to the Secretary of the Department of Health and Human Services and to Congress, concurs in this…

Academic tenure and higher education in the United States: implications for the dental education workforce in the twenty-first century.

PubMed

Peterson, Melanie R

2007-03-01

This article reviews the literature related to the evolution and implementation of academic tenure (AT) in U.S. higher education. It is intended to highlight AT implications for the recruitment, retention, and development of the dental education workforce in the twenty-first century and the need for this workforce to implement change in dental education. The dental education workforce is shrinking, and a further decrease is projected, yet the demand for dental education is increasing. AT is becoming increasingly controversial, and the proportion of tenured to nontenured (i.e., contingent) faculty is declining within an already shrinking faculty pool. Confusion regarding the definition of scholarship and its relationship to research and publishing further confounds discussions about AT. Whether the principles of academic freedom and due process require tenure for their preservation in a democratic society is open to question. In view of competing time demands and increasing pressure to publish and apply for grants, factors including the seven-year probationary period for tenure, the decreased availability of tenured positions, and the often perceived inequities between tenured and contingent (i.e., nontenured track) faculty may pose an obstacle to faculty recruitment and retention. These factors may severely limit the diversity and skill mix of the dental education workforce, resulting in a decrease in staffing flexibility that appears to be needed in the twenty-first century. Politics, increasing dependence on grant funding by some institutions, resistance to change, and insufficient mentoring are all stimulating discussions about the future of tenure and its implications for U.S. dental education.

NATIONAL ENVIRONMENTAL/ENERGY WORKFORCE ASSESSMENT. COMPOSITE: ENVIRONMENTAL ENGINEERING/TECHNOLOGY

EPA Science Inventory

Beginning with Phase II of the National Environmental/Energy Workforce Assessment project, which addressed the capabilities of the educational community to generate an environmental workforce, definitional problems developed as to the placing of programs into media specific areas...

Internationally educated nurses: profiling workforce diversity.

PubMed

Blythe, Jennifer; Baumann, Andrea

2009-06-01

Nurses with diverse educational and cultural backgrounds are likely to adapt differently to new workforces. The aim of this study was to provide a profile of nurses educated in different countries who are employed in a major settlement jurisdiction. Despite difficulties in measuring its magnitude, it is evident that nurse migration has increased as a result of globalization. Major destinations for internationally educated nurses (IENs) include the USA, Canada, the UK, Australia and the Gulf States. Chief donor countries include the Philippines, India and other South Asian countries. Half of all IENs registered in Canada work in the province of Ontario. Published literature and secondary data were used to profile cohorts of nurses educated in different countries who are employed in the Ontario workforce. Statistics available on IENs in Ontario reveal a largely urban settlement pattern. There are major differences among IEN cohorts in terms of age, gender, work status, and type and place of employment. Although IENs resident in Ontario could not be quantified, a relatively detailed description of IENs in the workforce was possible. Comparison of nurse cohorts indicated that generalizations about IENs should be made with caution. Changes in regulatory conditions have a significant effect on IEN employment. Difficulties associated with international educational and regulatory differences illustrate the need to create global nursing standards. Further investigation of differences in workforce profiles should provide insights leading to improved utilization of IENs.

Workforce training and education gaps in gerontology and geriatrics: what we found in New York State.

PubMed

Maiden, Robert J; Horowitz, Beverly P; Howe, Judith L

2010-01-01

This article summarizes data from the 2008 Symposium Charting the Future for New York State Workforce Training and Education in Aging: The Stakeholder Perspective and the 2009 report Workforce Training and Education: The Challenge for Academic Institutions. This research is the outcome of a collaborative State Society on Aging of New York and New York State Office for the Aging study on New York State's workforce training and education needs. Eight Listening Sessions were held across New York State to obtain input on topics including training, gerontology education, and credentialing and certification. Individual sessions highlighted the needs of urban, rural, and suburban communities. Key themes identified through content analysis included the need for education about aging in agencies serving older adults, education on human development, positive aspects of aging, disabilities, developmental disabilities, and greater opportunities for training and education for service providers. Lack of incentives was identified as a barrier to credentialing or certification. Education about growing older beginning in grade school was recommended. Lack of funding was identified as a barrier that limited support for employee education/training. Disconnects were identified between employers and academic institutions and state government and providers regarding gerontology/geriatric training and education. Consideration to how these themes may be addressed by the Association of Gerontology in Higher Education is offered.

Public Higher Education Performance Accountability Framework Report: Goal - Contributions to Economic, Civic, and Social Development; Measure: Workforce Preparation - Degrees Awarded in Selected Areas of Projected Workforce Demand. Commission Report 07-17

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

This report is the third in a series of measure reports that examine the economic, civic, and social development of the state by its systems of higher education. This report measures degrees awarded in selected areas of employment against workforce demand. The report found: (1) California's postsecondary schools are not producing enough graduates…

The clinical endocrinology workforce: current status and future projections of supply and demand.

PubMed

Vigersky, Robert A; Fish, Lisa; Hogan, Paul; Stewart, Andrew; Kutler, Stephanie; Ladenson, Paul W; McDermott, Michael; Hupart, Kenneth H

2014-09-01

Many changes in health care delivery, health legislation, and the physician workforce that affect the supply and demand for endocrinology services have occurred since the first published workforce study of adult endocrinologists in 2003. The objective of the study was to assess the current adult endocrinology workforce data and provide the first analysis of the pediatric endocrinology workforce and to project the supply of and demand for endocrinologists through 2025. A workforce model was developed from an analysis of proprietary and publicly available databases, consultation with a technical expert panel, and the results of an online survey of board-certified endocrinologists. The Endocrine Society commissioned The Lewin Group to estimate current supply and to project gaps between supply and demand for endocrinologists. A technical expert panel of senior endocrinologists provided context, clinical information, and direction. The following were measured: 1) the current adult and pediatric endocrinology workforce and the supply of and demand for endocrinologists through 2025 and 2) the number of additional entrants into the endocrinology work pool that would be required to close the gap between supply and demand. Currently there is a shortage of approximately 1500 adult and 100 pediatric full-time equivalent endocrinologists. The gap for adult endocrinologists will expand to 2700 without an increase in the number of fellows trained. An increase in the prevalence of diabetes mellitus further expands the demand for adult endocrinologists. The gap can be closed in 5 and 10 years by increasing the number of fellowship positions by 14.4% and 5.5% per year, respectively. The gap between supply and demand for pediatric endocrinologists will close by 2016, and thereafter an excess supply over demand will develop at the current rate of new entrants into the work force. There are insufficient adult endocrinologists to satisfy current and future demand. A number of proactive strategies need to be instituted to mitigate this gap.

Developing web-based training for public health practitioners: what can we learn from a review of five disciplines?

PubMed Central

Ballew, Paula; Castro, Sarah; Claus, Julie; Kittur, Nupur; Brennan, Laura; Brownson, Ross C.

2013-01-01

During a time when governmental funding, resources and staff are decreasing and travel restrictions are increasing, attention to efficient methods of public health workforce training is essential. A literature review was conducted to inform the development and delivery of web-based trainings for public health practitioners. Literature was gathered and summarized from five disciplines: Information Technology, Health, Education, Business and Communications, following five research themes: benefits, barriers, retention, promotion and evaluation. As a result, a total of 138 articles relevant to web-based training design and implementation were identified. Key recommendations emerged, including the need to conduct formative research and evaluation, provide clear design and layout, concise content, interactivity, technical support, marketing and promotion and incentives. We conclude that there is limited application of web-based training in public health. This review offers an opportunity to learn from other disciplines. Web-based training methods may prove to be a key training strategy for reaching our public health workforce in the environment of limited resources. PMID:22987862

Estimating workforce development needs for high-speed rail in California : [research brief].

DOT National Transportation Integrated Search

2012-03-01

It is critical to understand the emergent workforce characteristics for the California High-Speed Rail (HSR) network. Knowledge about the size and characteristics of this workforce, including its training and education needs, is required to guide the...

Workforce Competitiveness Collection. "LINCS" Resource Collection News

ERIC Educational Resources Information Center

Literacy Information and Communication System, 2011

2011-01-01

This edition of "'LINCS' Resource Collection News" features the Workforce Competitiveness Collection, covering the topics of workforce education, English language acquisition, and technology. Each month Collections News features one of the three "LINCS" (Literacy Information and Communication System) Resource Collections--Basic…

What Educational Opportunities Should Professionals in Aging Provide?: A Pilot Community Assessment

ERIC Educational Resources Information Center

Van Dussen, Daniel J.; Leson, Suzanne M.

2010-01-01

With the aging workforce and the increase of older adults, educational needs of the workforce in aging services are broadening. The pilot study used a survey to examine the types of educational opportunities and needs of professionals providing services to older adults in eastern Ohio and western Pennsylvania. Respondents (25.9%) reported learning…

Workforce Education Models for K-12 STEM Education Programs: Reflections On, and Implications For, the NSF ITEST Program

ERIC Educational Resources Information Center

Reider, David; Knestis, Kirk; Malyn-Smith, Joyce

2016-01-01

This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education…

Workforce Development in Early Childhood Education and Care. Research Overview

ERIC Educational Resources Information Center

Bretherton, Tanya

2010-01-01

The early childhood education and care industry in Australia is undergoing a shift in philosophy. Changes in policy are driving the industry towards a combined early childhood education and care focus, away from one on child care only. This move has implications for the skilling of the child care workforce. This research overview describes the…

Educational Attainment in Southeast Wisconsin

ERIC Educational Resources Information Center

Million, Laura; Henken, Rob; Dickman, Anneliese

2010-01-01

In metro Milwaukee, as a part of the WIRED Initiative, the Regional Workforce Alliance (RWA)--a collaboration of organizations representing workforce development, economic development and education across southeast Wisconsin--has established the framework for pursuing the local talent dividend goal and a regional strategy for increasing…

Fostering Significant Learning in Sciences

ERIC Educational Resources Information Center

Deksissa, Tolessa; Liang, Lily R.; Behera, Pradeep; Harkness, Suzan J.

2014-01-01

The new global economy depends on workforce competencies in science, technology, engineering and mathematics more than ever before. To prepare a strong workforce, attracting and educating underrepresented minority students in science is a challenge within our traditional American educational approach. To meet this challenge, fostering significant…

A crisis in the making? Education, ageing populations and the future of the medical research workforce.

PubMed

Schofield, Deborah J; Meachem, Sarah; West, Catherine; Kavallaris, Maria; Callander, Emily J

2011-02-01

this study aims to project attrition from the Australian health and medical research workforce for those aged > 40 years in 2009, through to 2019, and to draw conclusions about the future of this workforce and the international implications of ageing workforce populations. the study uses recently collected unpublished demographic data on the 2009 health and medical research workforce drawn from an Australian Society for Medical Research survey of health and medical research organisations. about 6250 members of the health and medical research workforce aged > 40 years in 2009 are expected to leave the workforce during 2009-2019; the bulk of these will be aged 50-69 years. It is estimated that 35% of women and 49% of men aged 40-49 years in 2009 will retire by the age of 50-59 years, and 85% of women and 70% of men aged 50-59 years in 2009 are also projected to retire over the next 10 years. Of the 6250 members who are expected to leave the workforce by 2019, about 4000 hold a PhD. As a result of population growth, a further 1700 persons with a PhD will be required if Australia is to maintain its current ratio of PhD-qualified persons in the health and medical research workforce: working population to 2019, at a cost of about AU$240 million. there is a need to plan for the replacement of the retiring generation of the health and medical research workforce and for the growth required to match that of the working population. If Australia is to fulfil its ambition for a highly educated, optimally skilled and highly trained health and medical research sector, it must heighten its focus on the higher education of young medical researchers. As population ageing is an emerging phenomenon worldwide, all first world nations are likely to face the challenges involved in replacing a rapidly retiring generation of the health and medical research workforce.

Understanding When and How Geoscientists Build Universal Skills and Competencies

NASA Astrophysics Data System (ADS)

Riggs, E. M.

2015-12-01

Geoscience educators and employers understand the pressing needs for the future workforce to be well-prepared in universal skills and competencies. At the undergraduate and graduate level today, most programs do a good job of this preparation, and employers are finding qualified applicants. However, with workforce needs in the geosciences projected to steadily outstrip supply in coming decades, and with many employers having to do substantial additional training on arrival for new hires, research informing curriculum design and skills development needs to be a priority. The projected retirement of seasoned professionals exacerbates this need and underscores the need to better understand the nature and structure of geoscience skills and competencies at the expert level. A workshop on Synthesizing Geoscience Education Research at the inaugural Earth Educator's Rendezvous began work on assembling a community-wide inventory of research progress. Groups began an assessment of our understanding of key skills in the geosciences as well as curricular approaches to maximize teaching effectiveness and recruitment and retention. It is clear that we have made basic progress on understanding spatial and temporal thinking, as well as systems thinking and geologic problem solving. However, most of this research is in early stages, limited to local populations, disciplines or contexts. Curricular innovations in the integration of quantitative, field-specific and computational techniques are also mostly local or limited in scope. Many programs also locally incorporate an explicit non-technical component, e.g. writing, business, and legal content or experience in team-based project-driven work. Despite much good practitioner wisdom, and a small but growing research base on effectiveness and best practices, we have much yet to learn about geoscience education, especially at the graduate and professional level. We remain far from a universal understanding of these skills and competencies, let alone how they should be most effectively taught to all geoscience students. We do understand universal geoscience skills and competencies better than ever before, but as a community we have a long way yet to go to construct and implement a broad strategy for meeting the geoscience workforce needs for the decades ahead.

Middle-Skilled Workforce Needs in a Changing Oil and Gas Industry: the Role of Flexibility. As the Oil Industry continues to shed jobs due to the global downturn in oil prices, one of the most vulnerable sectors to job loss are the middle-skilled workers such as the technicians and drill operators. We present options and ideas to mitigate the problem.

NASA Astrophysics Data System (ADS)

Waddell, K.

2015-12-01

Middle-skilled workers are those whose jobs require considerable skill but not an advanced degree. Nationwide, one-third of the projected job growth for 2010-2020 will require middle-skilled workers. The educational paths to these jobs include career and technical education (CTE), certificates and associate's degrees from community colleges, apprenticeship programs, and training provided by employers. In the oil industry, the demand is expected to about 150,000 jobs. In environmental restoration and monitoring, there will be a need for at least 15,000 middle-skilled workers. Examples of the types of jobs include geological and petroleum technicians, derrick and drill operators, and pump system and refinery operators for the oil and gas sector. For the environmental restoration and monitoring sector, the types of jobs include environmental science technicians, and forest (and coastal) conservation technicians and workers. However, all of these numbers will be influenced by the growth and contraction of the regional or national economy that is not uncommon in the private sector. Over the past year, for example, the oil and gas industry has shed approximately 75,000 jobs (out of a workforce of 600,000) here in the United States, due almost exclusively to the drop of oil prices globally. A disproportionate number of the lost jobs were among the middle-skilled workforce. Meanwhile, the recent settlements stemming from the Deepwater Horizon oil spill are expected to create a surge of environmental restoration activity in the Gulf of Mexico region that has the potential to create thousands of new jobs over the next decade and beyond. Consequently, there is a need to develop education, training and apprenticeship programs that will help develop flexibility and complementary skill sets among middle-skilled workers that could help reduce the impacts of economic downturns and meet the needs of newly expanding sectors such as the environmental restoration field. This presentation will discuss the programs, activities, and frameworks needed to build this capacity in the middle-skilled workforce over the coming years.

Replacing Technically Skilled Workers: Challenges and Suggestions

ERIC Educational Resources Information Center

Evanciew, Cheryl E. P.; Wither, Steven V.

2004-01-01

Throughout the early 1900s, the United States could either find technically skilled workers based upon their backgrounds or was able to train workers quickly. Farmers, military personnel, and other sources of skilled workers were available to fill the needs of the workforce. These sources of readily available skilled workers are no longer as…

A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add

PubMed Central

Brownie, Sharon Mary; Thomas, Janelle

2014-01-01

This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce competency-based education and training and competency-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable – in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project’s genesis and focus of the study are highlighted. A summary of key definitions related to competency-based education and training frameworks and competency-based career frameworks are provided to further readers’ commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia’s current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented. PMID:25279384

The Early Care and Education Teaching Workforce at the Fulcrum: An Agenda for Reform (2016). Early Childhood Education Series

ERIC Educational Resources Information Center

Kagan, Sharon Lynn; Kauerz, Kristie; Tarrant, Kathleen C.

2016-01-01

In this important new book, Sharon Lynn Kagan and her colleagues focus on the more than 2 million individuals who care for and educate nearly two thirds of the American children under age 5 participating in nonparental care. Providing the most thorough synthesis of current research on the early care and education teaching workforce to date, the…

Equal Educational Choices for Parents. Hearing before the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, Second Session (April 16, 2002).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This hearing presents information to help lay the groundwork for legislative action on expanded parental choice in education. After an opening statement by John Boehner, Chairman, Committee on Education and the Workforce, U.S. House of Representatives, there are statements by: Lawrence W. Reed, President Mackinac Center for Public Policy, Midland,…

End-of-Year 2010-11 Progress Report to the Legislature: Implementation and Impact of the Workforce Investment Act, Title II Adult Education and Family Literacy Act

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2012

2012-01-01

The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act…

Measuring STEM in Vocational Education and Training

ERIC Educational Resources Information Center

Korbel, Patrick

2016-01-01

The concept of "STEM" (science, technology, engineering and mathematics) has influenced many education and workforce strategies and policies with the intention of improving innovation, productivity and international competitiveness. Generally, the focus has been on how the school and university sectors can help equip the workforce with…

Fostering Minerals Workforce Skills of Tomorrow through Education and Training Partnerships

NASA Astrophysics Data System (ADS)

Lind, Gavin

The Minerals Council of Australia (MCA), through its Minerals Tertiary Education Council (MTEC), builds capacity in higher education in the core disciplines of mining engineering, metallurgy and minerals geoscience. Over the past fourteen years, this all-of-industry approach in securing the long-term supply of these critical skills (which remain a chronic skills shortage for the Australian minerals industry) through nationally collaborative programs across sixteen Australian universities delivers spectacular and sustainable results for the industry. These unique, world-first programs are built on a healthy platform of dedicated industry funding and in-kind support and forms part of the MCA's broader uninterrupted, sustainable education and training pathway to increase workforce participation, workforce diversity and workforce skills, regardless of the business cycle in the industry. This paper will highlight the origins, iterations and current successful programs of MTEC, including its future vision, and presents a mechanism for industry and academia to collaborate to address future professional skills needs in the minerals industry globally.

Removing Inefficiencies in the Nation's Job Training Programs. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (May 11, 2011). Serial Number 112-21

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

This hearing reviewed ways individuals can make federal job training programs more efficient and effective. Such programs are critical to fostering a competitive workforce and assisting unemployed citizens. However, serious concerns about program fragmentation and potential duplication exist that could result in significant waste. This Committee…

Utilizing Workforce Investment Act Programs and TANF To Provide Education and Training Opportunities To Reduce Poverty among Low-Income Women. Testimony [before the] House Education and the Workforce Committee, Subcommittee on 21st Century Competitiveness.

ERIC Educational Resources Information Center

Gault, Barbara

Workforce Investment Act (WIA) and the TANF (Temporary Assistance to Needy Families) programs can be coordinated in a number of ways, some of them especially focused on women. For example, research suggests the following: (1) WIA and TANF can be coordinated to improve low-income women's human capital development; (2) many states and localities…

New Innovations and Best Practices under the Workforce Investment Act: Field Hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness Committee on Education and Labor, U.S. House of Representatives (March 23, 2009)

ERIC Educational Resources Information Center

US House of Representatives, 2009

2009-01-01

The last reauthorization of the Workforce Investment Act was in 1998. To say that times have changed would be an understatement. The testimony of this hearing's witnesses shows that people have ideas and tested practices that work. They just need the resources and the sustained commitment to have a world-class workforce development system that…

A call for action to establish a research agenda for building a future health workforce in Europe.

PubMed

Kuhlmann, Ellen; Batenburg, Ronald; Wismar, Matthias; Dussault, Gilles; Maier, Claudia B; Glinos, Irene A; Azzopardi-Muscat, Natasha; Bond, Christine; Burau, Viola; Correia, Tiago; Groenewegen, Peter P; Hansen, Johan; Hunter, David J; Khan, Usman; Kluge, Hans H; Kroezen, Marieke; Leone, Claudia; Santric-Milicevic, Milena; Sermeus, Walter; Ungureanu, Marius

2018-06-20

The importance of a sustainable health workforce is increasingly recognised. However, the building of a future health workforce that is responsive to diverse population needs and demographic and economic change remains insufficiently understood. There is a compelling argument to be made for a comprehensive research agenda to address the questions. With a focus on Europe and taking a health systems approach, we introduce an agenda linked to the 'Health Workforce Research' section of the European Public Health Association. Six major objectives for health workforce policy were identified: (1) to develop frameworks that align health systems/governance and health workforce policy/planning, (2) to explore the effects of changing skill mixes and competencies across sectors and occupational groups, (3) to map how education and health workforce governance can be better integrated, (4) to analyse the impact of health workforce mobility on health systems, (5) to optimise the use of international/EU, national and regional health workforce data and monitoring and (6) to build capacity for policy implementation. This article highlights critical knowledge gaps that currently hamper the opportunities of effectively responding to these challenges and advising policy-makers in different health systems. Closing these knowledge gaps is therefore an important step towards future health workforce governance and policy implementation. There is an urgent need for building health workforce research as an independent, interdisciplinary and multi-professional field. This requires dedicated research funding, new academic education programmes, comparative methodology and knowledge transfer and leadership that can help countries to build a people-centred health workforce.

Expanding Educational Opportunity through School Choice. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 3, 2016). Serial Number 114-37

ERIC Educational Resources Information Center

US House of Representatives, 2016

2016-01-01

This document records testimony from a hearing held to examine ways to expand educational opportunity through school choice. Member statements were presented by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and…

Training for impact: the socio-economic impact of a fit for purpose health workforce on communities.

PubMed

Pálsdóttir, Björg; Barry, Jean; Bruno, Andreia; Barr, Hugh; Clithero, Amy; Cobb, Nadia; De Maeseneer, Jan; Kiguli-Malwadde, Elsie; Neusy, André-Jacques; Reeves, Scott; Strasser, Roger; Worley, Paul

2016-08-15

Across the globe, a "fit for purpose" health professional workforce is needed to meet health needs and challenges while capitalizing on existing resources and strengths of communities. However, the socio-economic impact of educating and deploying a fit for purpose health workforce can be challenging to evaluate. In this paper, we provide a brief overview of six promising strategies and interventions that provide context-relevant health professional education within the health system. The strategies focused on in the paper are:1. Distributed community-engaged learning: Education occurs in or near underserved communities using a variety of educational modalities including distance learning. Communities served provide input into and actively participate in the education process.2. Curriculum aligned with health needs: The health and social needs of targeted communities guide education, research and service programmes.3. Fit for purpose workers: Education and career tracks are designed to meet the needs of the communities served. This includes cadres such as community health workers, accelerated medically trained clinicians and extended generalists.4. Gender and social empowerment: Ensuring a diverse workforce that includes women having equal opportunity in education and are supported in their delivery of health services.5. Interprofessional training: Teaching the knowledge, skills and attitudes for working in effective teams across professions.6. South-south and north-south partnerships: Sharing of best practices and resources within and between countries.In sum, the sharing of resources, the development of a diverse and interprofessional workforce, the advancement of primary care and a strong community focus all contribute to a world where transformational education improves community health and maximizes the social and economic return on investment.

Developing a 21st Century Engineering Workforce

DTIC Science & Technology

2011-10-06

Developing a 21st Century Engineering Workforce Mr. Nicholas M. Torelli Director, Mission Assurance, ODASD(SE) 6 October 2011 Annual SERC Research...STATEMENT A -- Cleared for public release by OSR on 05 October 2011 -- SR case number 11-S-3744 applies A major thrust of the SERC is academic research...Technical Leadership   RT–16 Experience Accelerator   RT-19& 19A SE Capstone Courses SERC Research Provides Learning Resources ASRR 10

Implementing Policy Options to Strengthen the Nexus between Postsecondary Education and Workforce Development. Commission Report 08-07

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2008

2008-01-01

In December 2007, the California Postsecondary Education adopted the last in an initial series of reports on the nexus between postsecondary education and workforce development by requesting staff to return with plans and priorities to pursue implementation of ten general policy options, grouped into three categories. One option is already being…

The Education and Care Divide: The Role of the Early Childhood Workforce in 15 European Countries

ERIC Educational Resources Information Center

Van Laere, Katrien; Peeters, Jan; Vandenbroeck, Michel

2012-01-01

International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we…

The Education and Training of Employees in 12 Counties in China

ERIC Educational Resources Information Center

Xiao, Jin; Lo, Leslie

2005-01-01

Developing competence in the workforce for a changing economy is a challenge to a nations education system. This study examines what education and training systems have been made available to the workforce. For this study, in 1998, 31,736 employees were surveyed from 401 firms in 12 counties across China: four in two eastern provinces, four in two…

Workforce 2000 and the Mildly Handicapped. Identifying Emerging Issues and Trends in Technology for Special Education.

ERIC Educational Resources Information Center

Woodward, John

As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper explores the changing nature of the workforce in relation to concurrent changes in education services for students with mild disabilities. Current trends are identified and projections for the next decade are offered, which include the…

Laying the Foundation for Competency Education: A Policy Guide for the Next Generation Educator Workforce

ERIC Educational Resources Information Center

Pace, Lillian; Worthen, Maria

2014-01-01

This paper provides a vision and set of policy recommendations to help federal, state, and local leaders develop the workforce necessary to support teaching and learning in a competency-based K-12 education system. Part One, Pre-service and Credentialing for K-12 Competency-Based Learning Environments, provides policymakers with a framework and…

Implementation of the Workforce Investment Act: Promising Practices in Workforce Development. Hearing before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, Second Session (September 12, 2002).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This report presents the testimony and submissions presented at the first of a series of Congressional hearings on workforce development and reauthorization of the Workforce Investment Act. Statements were given by the following individuals: (1) Buck McKeon, U.S. (United States) Congressman from California; (2) John Tierney, U.S. Congressman from…

Treatment of Missing Data in Workforce Education Research

ERIC Educational Resources Information Center

Gemici, Sinan; Rojewski, Jay W.; Lee, In Heok

2012-01-01

Most quantitative analyses in workforce education are affected by missing data. Traditional approaches to remedy missing data problems often result in reduced statistical power and biased parameter estimates due to systematic differences between missing and observed values. This article examines the treatment of missing data in pertinent…

Today's Higher Education IT Workforce

ERIC Educational Resources Information Center

Bichsel, Jacqueline

2014-01-01

The professionals making up the current higher education IT workforce have been asked to adjust to a culture of increased IT consumerization, more sourcing options, broader interest in IT's transformative potential, and decreased resources. Disruptions that include the bring-your-own-everything era, cloud computing, new management practices,…

Using the Stop Transmission of Polio (STOP) Program to Develop a South Sudan Expanded Program on Immunization Workforce.

PubMed

Tchoualeu, Dieula D; Hercules, Margaret A; Mbabazi, William B; Kirbak, Anthony L; Usman, Abdulmumini; Bizuneh, Ketema; Sandhu, Hardeep S

2017-07-01

In 2009, the international Stop Transmission of Polio (STOP) program began supporting the Global Polio Eradication Initiative in the Republic of South Sudan to address shortages of human resources and strengthen acute flaccid paralysis surveillance. Workforce capacity support is provided to the South Sudan Expanded Program on Immunization by STOP volunteers, implementing partners, and non-governmental organizations. In 2013, the Polio Technical Advisory Group recommended that South Sudan transition key technical support from external partners to national staff as part of the Polio Eradication and Endgame Strategic Plan, 2013-2018. To assist in this transition, the South Sudan Expanded Program on Immunization human resources development project was launched in 2015. This 3-year project aims to build national workforce capacity as a legacy of the STOP program by training 56 South Sudanese at national and state levels with the intent that participants would become Ministry of Health staff on their successful completion of the project. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America.

2YC3: A University President's Perspective on Recruitment, Retention, and Quality

NASA Astrophysics Data System (ADS)

Kenkel, John

1997-04-01

"Recruitment and Retention of Chemistry Students" was the theme of the conference of the 2-Year College Chemistry Consortium (2YC3), held at San Antonio College in November 1996. The keynote speaker at the Friday night banquet was Robert Krienke, who is the current president of Lamar University in Beaumont, Texas. Krienke is well known, especially in 2-year colleges that have chemistry technician training programs. He is a chemist with 8 years of industrial experience and has spent 28 years in technical education, including an assignment as a chemical technology instructor at the Texas State Technical College in Waco, Texas. He has long list of service positions on his resume, including public school boards, JTPA (Job Training Partnership Act, a federal workforce training act), Tech Prep, quality work force planning, and school-to-work. He has recently been appointed to the Southeast Texas Work Force Development Board. Krienke's presentation dealt specifically with the issue of quality of 2-year college programs, since, as he stated, quality is the most important factor in student recruitment and retention. He also made some comments regarding education in general in the United States.

Implementing graduate entry registration for nursing in England: a scope review.

PubMed

DeBell, Diane; Branson, Kathy

2009-07-01

A graduate entry workforce for nurse registration has been approved for England by 2010/11. The aim of this research was to discover the immediate tasks facing nurse managers in implementing that change. Previous research has focused on making the case for change rather than on implementation. Similar to the implementation of Project 2000, this change in nurse education and employment will raise questions for employers and for higher education institutions. It will also raise questions about nurse recruitment numbers, workforce development, and the profiles of entrants to a changing workforce. In preparation for these changes, we conducted a scope review of published and grey literature in the English language. We also reviewed the earlier experiences of transfer to graduate status amongst other workforces such as teaching and social work and we investigated reported practice in other industrialised countries. The education provider changes necessary for such a large professional workforce will need considerable leadership skills from within nursing and nurse management. At present, there are too many employers and education providers in England who appear to be relatively unaware of the changes facing nurse education and professional practice and the urgency needed to lead that change. Education, training and development as well as employer/commissioner practice will rely on leadership from within the nurse profession itself. For nurse managers, this requires a rapid planning process in order to ensure smooth implementation. The danger is that either education providers or commissioners of nursing services will react rather than proactively plan for the changes that are already in progress.

Developing a Nuclear Global Health Workforce Amid the Increasing Threat of a Nuclear Crisis.

PubMed

Burkle, Frederick M; Dallas, Cham E

2016-02-01

This study argues that any nuclear weapon exchange or major nuclear plant meltdown, in the categories of human systems failure and conflict-based crises, will immediately provoke an unprecedented public health emergency of international concern. Notwithstanding nuclear triage and management plans and technical monitoring standards within the International Atomic Energy Agency and the World Health Organization (WHO), the capacity to rapidly deploy a robust professional workforce with the internal coordination and collaboration capabilities required for large-scale nuclear crises is profoundly lacking. A similar dilemma, evident in the early stages of the Ebola epidemic, was eventually managed by using worldwide infectious disease experts from the Global Outbreak Alert and Response Network and multiple multidisciplinary WHO-supported foreign medical teams. This success has led the WHO to propose the development of a Global Health Workforce. A strategic format is proposed for nuclear preparedness and response that builds and expands on the current model for infectious disease outbreak currently under consideration. This study proposes the inclusion of a nuclear global health workforce under the technical expertise of the International Atomic Energy Agency and WHO's Radiation Emergency Medical Preparedness and Assistance Network leadership and supported by the International Health Regulations Treaty. Rationales are set forth for the development, structure, and function of a nuclear workforce based on health outcomes research that define the unique health, health systems, and public health challenges of a nuclear crisis. Recent research supports that life-saving opportunities are possible, but only if a rapidly deployed and robust multidisciplinary response component exists.

Maintaining a highly-qualified nuclear industry workforce.

PubMed

McAndrew-Benavides, Elizabeth

2011-01-01

Since 2001, the nuclear industry has conducted a series of staffing assessments to better understand workforce demographics and predict future workforce demands. The industry's 2007 workforce survey indicated that in the next 5 y, up to 35% of the current nuclear workforce could retire and would need to be replaced. Thousands of individuals will need to be hired to replace the retirees, especially in engineering, maintenance and operations. Because of the challenges at hand, NEI convened the Workforce Working Group to make recommendations to address recruitment, retention and education needs. Their recommendations are now being implemented. Copyright © 2010 Health Physics Society

California Adult Education End-of-Year Progress Report to the Legislature: Implementation of the Workforce Investment Act (WIA) Title II. Program Year 2009. July 1, 2008 to June 30, 2009

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2010

2010-01-01

The Federal Workforce Investment Act (WIA) Title II, Adult Education and Family Literacy Act provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language…

California Adult Education End-of-Year Progress Report to the Legislature: Implementation of the Workforce Investment Act (WIA) Title II. Program Year 2008. July 1, 2007 to June 30, 2008

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

2009-01-01

The Federal Workforce Investment Act (WIA) Title II, Adult Education and Family Literacy Act provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language…

End-of-Year 2009-10 Progress Report to the California Legislature: Implementation and Impact of the Workforce Investment Act (WIA), Title II Adult Education and Family Literacy Act

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2011

2011-01-01

The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provide funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act…

The Adult Education and Economic Growth Act: Toward a Modern Adult Education System and a More Educated Workforce. [Updated

ERIC Educational Resources Information Center

Foster, Marcie

2012-01-01

The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15) and in February 2012 in the Senate by Sen. Jim Webb (VA). The Act (H.R. 2226 and S. 2117) would amend the Workforce Investment Act (WIA) to encourage the use and availability of career pathways for…

Communication Skill Attributes Needed for Vocational Education enter The Workplace

NASA Astrophysics Data System (ADS)

Wahyuni, L. M.; Masih, I. K.; Rejeki, I. N. Mei

2018-01-01

Communication skills are generic skills which need to be developed for success in the vocational education entering the workforce. This study aimed to discover the attributes of communication skill considered important in entering the workforce as perceived by vocational education students. The research was conducted by survey method using questionnaire as data collecting tool. The research population is final year student of D3 Vocational education Program and D4 Managerial Vocational education in academic year 2016/2017 who have completed field work practice in industry. The sampling technique was proportional random sampling. Data were analyzed with descriptive statistics and independent sampel t-test. Have ten communication skills attributes with the highest important level required to enter the workplace as perceived by the vocational education diploma. These results indicate that there was the same need related communication skills to enter the workforce

Preparing the nursing workforce of the future.

PubMed

Ellenbecker, Carol H

2010-05-01

Nurse shortages coupled with the need for national healthcare reform present a challenge. We are not preparing enough nurses nor are we preparing nurses with the right skills to fully participate in a reformed healthcare system. Historical forces in nursing education have resulted in multiple levels of entry into nursing practice and an inadequate nursing workforce. Today's environment of expanding knowledge, the call for interdisciplinary healthcare delivery teams, and evidence of the relationship between nurse education and improved patient outcomes strongly indicate the need for nurses prepared at the baccalaureate level. Requiring a baccalaureate degree for entry into nursing practice, and as the initial degree of nursing education would prepare nurses earlier for graduate education and the much needed roles of educator, researcher and advanced practice nurse. The nursing profession should take the lead in advocating for educational policies that would adequately prepare the nurse workforce of the future.

New Game, New Rules: Strategic Positioning for Workforce Development.

ERIC Educational Resources Information Center

Warford, Larry J.; Flynn, William J.

2000-01-01

Asserts that institutional planning for workforce development programs should be based on serving four major workforce segments: emerging workers, transitional workers, entrepreneurs, and incumbent workers. Suggests that a typical college be divided into four components to deal with these different workers and their differing educational and…

Hawai‘i's Nursing Workforce: Keeping Pace with Healthcare

PubMed Central

Qureshi, Kristine

2015-01-01

Nursing is the largest segment of the healthcare workforce, but over the next decade even more nurses will be required. Changing population demographics, new technologies, and evolving models of healthcare will stimulate expansion of nursing roles and the need for a highly educated nursing workforce. The current nursing workforce is aging, and large numbers of retirements are anticipated. By 2025, the United States is expected to experience a nursing shortage; in Hawai‘i this shortfall is forecast to be 3,311 professional nurses. Currently there are nine nursing programs across the state in public and private universities and colleges. These programs are partnering to implement the Institute of Medicine's recommendations for the future of nursing. In Hawai‘i, nursing practice is being expanded; different pathways to advanced nursing education are being implemented; and nurses are partnering with other groups to reshape healthcare. The Hawai‘i State Center for Nursing collects ongoing data on the nursing workforce to inform strategic planning. Current gaps in nursing specialty education include school health and mental health. The purpose of this paper is to provide an overview of Hawai‘i's nursing workforce in relationship to statewide population demographics, healthcare needs and gaps, and then outline steps being taken by the profession to address these needs and gaps while implementing the Institute of Medicine recommendations. PMID:25755912

Education Regulations: Roadblocks to Student Choice in Higher Education. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 17, 2011). Serial Number 112-13

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

This paper presents the fourth Committee on Education and the Workforce hearing on the federal rules and regulations that undermine the strength of this nation's education system. Congress has purposely never defined the term "gainful employment," despite its presence in the statute for the past 50 years. It was decided that any attempt to define…

Strengthening America's Higher Education System. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (March 17, 2015). Serial Number 114-5

ERIC Educational Resources Information Center

US House of Representatives, 2016

2016-01-01

This document records testimony from a hearing held to examine how to strengthen America's postsecondary system as Congress works to reauthorize the Higher Education Act. Witnesses and members discussed reforms that will help ensure more students have the opportunity to complete an advanced, quality education without absorbing unmanageable debt.…

Education Reforms: Promoting Flexibility and Innovation. Hearing before the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (April 7, 2011). Serial Number 112-17

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

Over the last several months, the Committee on Education and the Workforce has been actively examining the current state of education in the nation. Everyone has listened to state and local leaders who are working to improve the quality of education the children receive. Through a series of hearings, they have heard stories of both challenges and…

Programs of Study and Support Services Guide. Workforce Development Education.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This document was developed to assist local school systems in North Carolina in planning effective and comprehensive workforce development education programs. It contains information about planning, required resources, instructional guidelines, and program area offerings. The guide is organized in three parts. Part I provides a program description…

Workforce Training and Economic Development Fund: 2015 Annual Progress Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2015

2015-01-01

The Department of Education, Division of Community Colleges, will annually provide the State Board of Education with The Workforce Training and Economic Development (WTED) Fund Annual Progress Report. Administration and oversight responsibility for the fund was transferred from the Iowa Economic Development Authority to the Iowa Department of…

Taking Workforce Initiatives to Scale: Workforce Initiatives Discussion Paper #2

ERIC Educational Resources Information Center

Academy for Educational Development, 2011

2011-01-01

The System-wide Collaborative Action for Livelihoods and Environment, or SCALE process, has become one of the Academy for Educational Development's (AED's) and the United States Agency for International Development's (USAID's) most utilized and replicated models, with applications in education, health, natural resources management, tourism,…

Employability Transcripts: Proactive Career Planning

ERIC Educational Resources Information Center

Metcalf, Elaine

2010-01-01

With high school dropout rates at about 30 percent nationwide and an anticipated severe workforce shortage as baby boomers retire, now is the time to engage future workers. Educators must encourage high school students to be proactive career planners. Today's high school students will fuel the workforce pipeline with educated, skilled workers who…

An Analysis of Graduates from a Non-Traditional Model of Dental Hygiene Education

ERIC Educational Resources Information Center

Benitez, Hubert

2013-01-01

Prior studies document the need to increase the racial and ethnic diversity of the health care workforce. Different approaches to increase the diversity of the healthcare workforce include implementing bridge, transitional and academic enrichment programs; diversifying college admissions criteria; and developing models of education that enhance…

Collaborative Knowledge Creation in the Higher Education Academic Library

ERIC Educational Resources Information Center

Lee, Young S.; Schottenfeld, Matthew A.

2014-01-01

Collaboration has become a core competency of the 21st century workforce. Thus, the need of collaboration is reshaping the academic library in higher education to produce competent future workforce. To encourage collaboration in the academic library, knowledge commons that integrate technology to infrastructure and system furniture are introduced.…

Creative Financing for Workforce Training.

ERIC Educational Resources Information Center

Spina, Peter A.

Worker education and retraining is a key component of economic competitiveness, requiring the collective efforts of business, government, and education to secure and use revenue creatively and efficiently. Approximately 85% of the workforce of the year 2000 is already employed today, and up to 75% of those workers will need significant job…

Educational and Financial Impact of Technology on Workforce Development

ERIC Educational Resources Information Center

Carruth, Paul J.; Carruth, Ann K.

2013-01-01

In the current evolving economic environment, developing and implementing an effective workforce to improve the skills and capability of employees are seen as central to improving individual and organizational performance and competitiveness. The availability of online education in universities as well as the work place has significantly increased…

Organisational Climate as a Predictor of Workforce Performance in the Malaysian Higher Education Institutions

ERIC Educational Resources Information Center

Musah, Mohammed Borhandden; Ali, Hairuddin Mohd; al-Hudawi, Shafeeq Hussain Vazhathodi; Tahir, Lokman Mohd; Binti Daud, Khadijah; Bin Said, Hamdan; Kamil, Naail Mohammed

2016-01-01

Purpose: This study aims to investigate whether organisational climate (OC) predicts academic staff performance at Malaysian higher education institutions (HEIs). The study equally aims at validating the psychometric properties of OC and workforce performance (WFP) constructs. Design/methodology/approach: Survey questionnaires were administered to…

Resituating the Community College in a Global Context

ERIC Educational Resources Information Center

Treat, Tod; Hagedorn, Linda Serra

2013-01-01

From locally focused institutions intent on access and affordability to higher education, workforce preparation, and community engagement, the contemporary community college is poised as a global partner for the democratization and development of a global workforce. In this chapter, the authors revisit the development of international education in…

The State of Racial Diversity in the Educator Workforce

ERIC Educational Resources Information Center

Office of Planning, Evaluation and Policy Development, US Department of Education, 2016

2016-01-01

Diversity is inherently valuable. Research shows that diversity in schools, including racial diversity among teachers, can provide significant benefits to students. While students of color are expected to make up 56 percent of the student population by 2024, the elementary and secondary educator workforce is still overwhelmingly white. The most…

Train-the-Trainer: Understanding Industrial Culture (TT3). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on understanding organizational culture is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the…

Defining the Geoscience Community through a Quantitative Perspective

NASA Astrophysics Data System (ADS)

Wilson, C. E.; Keane, C. M.

2015-12-01

The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. These data cover the areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. The Workforce Program also considers economic changes in the United States and globally that can affect the supply and demand of the geoscience workforce. In order to have an informed discussion defining the modern geoscience community, it is essential to understand the current dynamics within the geoscience community and workforce. This presentation will provide a data-driven outlook of the current status of the geosciences in the workforce and within higher education using data collected by AGI, federal agencies and other stakeholder organizations. The data presented will highlight the various industries, including those industries with non-traditional geoscience jobs, the skills development of geoscience majors, and the application of these skills within the various industries in the workforce. This quantitative overview lays the foundation for further discussions related to tracking and understanding the current geoscience community in the United States, as well as establishes a baseline for global geoscience workforce comparisons in the future.

Raising Job Quality and Skills for American Workers: Creating More-Effective Education and Workforce Development Systems in the States. Discussion Paper 2011-10

ERIC Educational Resources Information Center

Holzer, Harry J.

2011-01-01

To improve the employment rates and earnings of Americans workers, we need to create more-coherent and more-effective education and workforce development systems, focusing primarily (though not exclusively) on disadvantaged youth and adults, and with education and training more clearly targeted towards firms and sectors that provide good-paying…

Assessing Quantitative Literacy in Higher Education: An Overview of Existing Research and Assessments with Recommendations for Next-Generation Assessment. Research Report. ETS RR-14-22

ERIC Educational Resources Information Center

Roohr, Katrina Crotts; Graf, Edith Aurora; Liu, Ou Lydia

2014-01-01

Quantitative literacy has been recognized as an important skill in the higher education and workforce communities, focusing on problem solving, reasoning, and real-world application. As a result, there is a need by various stakeholders in higher education and workforce communities to evaluate whether college students receive sufficient training on…

National Advisory Council on Nurse Education and Practice Report to the Secretary of the Department of Health and Human Services on the Basic Registered Nurse Workforce.

ERIC Educational Resources Information Center

National Advisory Council on Nurse Education and Practice, Rockville, MD.

The National Advisory Council on Nurse Education and Practice (NACNEP) initiated an examination of basic registered nurse workforce issues in December 1994. NACNEP took into account the environment in which registered nurses (RNs) would practice, the appropriate educational qualifications needed, and the status of the registered nurse population…

Knowledge and Understanding of 21st Century Skills through Educator Externships: Programs in Southern New England

ERIC Educational Resources Information Center

Gibson-Cayouette, Lizann R.

2010-01-01

An acute shortage of a competent, highly-skilled workforce faces the United States workplace. Studies and reports from 1983 to present, repeatedly state that the education system in the United States must change to prepare the emergent workforce for success in the 21st century global challenges of both post-secondary education and the workplace.…

California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2012. July 1, 2011-June 30, 2012

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2012

2012-01-01

This report is California's response to the four questions that the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II and Adult Education and Family Literacy Act (AEFLA). The questions…

Emerging allied dental workforce models: considerations for academic dental institutions.

PubMed

McKinnon, Monette; Luke, Gina; Bresch, Jack; Moss, Myla; Valachovic, Richard W

2007-11-01

The U.S. surgeon general defined the national oral health care crisis in 2001 in Oral Health in America: A Report of the Surgeon General. The report concluded that the public infrastructure for oral health is not sufficient to meet the needs of disadvantaged groups and is disproportionately available depending upon certain racial, ethnic, and socioeconomic factors within the U.S. population. Now, several new workforce models are emerging that attempt to address shortcomings in the oral health care workforce. Access to oral health care is the most critical issue driving these new workforce models. Currently, three midlevel dental workforce models dominate the debate. The purpose of this report is to describe these models and their stage of development to assist the dental education community in preparing for the education of these new providers. The models are 1) the advanced dental hygiene practitioner; 2) the community dental health coordinator; and 3) the dental health aide therapist.

Meeting Environmental Workforce Needs. Determining Education and Training Requirements. Proceedings of the National Conference on Meeting Environmental Workforce Needs (Washington, D.C., February 1981).

ERIC Educational Resources Information Center

Information Dynamics, Inc., Silver Spring, MD.

Will the nation have the trained workforce required to deal with environmental problems in the 1980s and beyond? With the growing public concern about hazardous wastes, impure drinking water, polluted air, use and care of natural resources, and new legislation and funding targeted at these concerns, the need for examining workforce requirements…

Workforce Preparedness of Information Systems Students: Perceptions of Students, Alumni, and Employers

ERIC Educational Resources Information Center

Bristow, Susan

2013-01-01

Employers of newly hired higher education graduates report their new workforce is not prepared. Further research was required to discover insights to the workforce readiness gap. This concurrent mixed methods study explored what competencies influenced employer's perceptions of the work-readiness of Information Systems (ISYS) undergraduate…

Early Childhood Workforce Index, 2016

ERIC Educational Resources Information Center

Whitebook, Marcy; McLean, Caitlin; Austin, Lea J. E.

2016-01-01

The State of the Early Childhood Workforce (SECW) Initiative is a groundbreaking multi-year project to shine a steady spotlight on the nation's early childhood workforce. The SECW Initiative is designed to challenge entrenched ideas and policies that maintain an inequitable and inadequate status quo for early educators and for the children and…

Years of Challenge: Workforce and Demographic Trends Provide Agenda for 1990s.

ERIC Educational Resources Information Center

Hughes, K. Scott; And Others

1991-01-01

Higher education is under pressure to create a workforce making the United States more competitive internationally. Demographic and workforce influences are shaping teaching, support services and management. Colleges and universities should increase quality, use of technology and communications, and labor productivity and efficiency, and reduce…

Education and Training of Emergency Medical Teams: Recommendations for a Global Operational Learning Framework.

PubMed

Amat Camacho, Nieves; Hughes, Amy; Burkle, Frederick M; Ingrassia, Pier Luigi; Ragazzoni, Luca; Redmond, Anthony; Norton, Ian; von Schreeb, Johan

2016-10-21

An increasing number of international emergency medical teams are deployed to assist disaster-affected populations worldwide. Since Haiti earthquake those teams have been criticised for ill adapted care, lack of preparedness in addition to not coordinating with the affected country healthcare system. The Emergency Medical Teams (EMTs) initiative, as part of the Word Health Organization's Global Health Emergency Workforce program, aims to address these shortcomings by improved EMT coordination, and mechanisms to ensure quality and accountability of national and international EMTs. An essential component to reach this goal is appropriate education and training. Multiple disaster education and training programs are available. However, most are centred on individuals' professional development rather than on the EMTs operational performance. Moreover, no common overarching or standardised training frameworks exist. In this report, an expert panel review and discuss the current approaches to disaster education and training and propose a three-step operational learning framework that could be used for EMTs globally. The proposed framework includes the following steps: 1) ensure professional competence and license to practice, 2) support adaptation of technical and non-technical professional capacities into the low-resource and emergency context and 3) prepare for an effective team performance in the field. A combination of training methodologies is also recommended, including individual theory based education, immersive simulations and team training. Agreed curriculum and open access training materials for EMTs need to be further developed, ideally through collaborative efforts between WHO, operational EMT organizations, universities, professional bodies and training agencies.  Keywords: disasters; education; emergencies; global health; learning.

Education and Training of Emergency Medical Teams: Recommendations for a Global Operational Learning Framework

PubMed Central

Amat Camacho, Nieves; Hughes, Amy; Burkle, Frederick M.; Ingrassia, Pier Luigi; Ragazzoni, Luca; Redmond, Anthony; Norton, Ian; von Schreeb, Johan

2016-01-01

An increasing number of international emergency medical teams are deployed to assist disaster-affected populations worldwide. Since Haiti earthquake those teams have been criticised for ill adapted care, lack of preparedness in addition to not coordinating with the affected country healthcare system. The Emergency Medical Teams (EMTs) initiative, as part of the Word Health Organization’s Global Health Emergency Workforce program, aims to address these shortcomings by improved EMT coordination, and mechanisms to ensure quality and accountability of national and international EMTs. An essential component to reach this goal is appropriate education and training. Multiple disaster education and training programs are available. However, most are centred on individuals’ professional development rather than on the EMTs operational performance. Moreover, no common overarching or standardised training frameworks exist. In this report, an expert panel review and discuss the current approaches to disaster education and training and propose a three-step operational learning framework that could be used for EMTs globally. The proposed framework includes the following steps: 1) ensure professional competence and license to practice, 2) support adaptation of technical and non-technical professional capacities into the low-resource and emergency context and 3) prepare for an effective team performance in the field. A combination of training methodologies is also recommended, including individual theory based education, immersive simulations and team training. Agreed curriculum and open access training materials for EMTs need to be further developed, ideally through collaborative efforts between WHO, operational EMT organizations, universities, professional bodies and training agencies.  Keywords: disasters; education; emergencies; global health; learning PMID:27917306

Health workforce development: a needs assessment study in French speaking African countries.

PubMed

Chastonay, Philippe; Moretti, Roberto; Zesiger, Véronique; Cremaschini, Marco; Bailey, Rebecca; Pariyo, George; Kabengele, Emmanuel Mpinga

2013-05-01

In 2006, WHO alerted the world to a global health workforce crisis, demonstrated through critical shortages of health workers, primarily in Sub-Saharan Africa (WHO in World Health Report, 2006). The objective of our study was to assess, in a participative way, the educational needs for public health and health workforce development among potential trainees and training institutions in nine French-speaking African countries. A needs assessment was conducted in the target countries according to four approaches: (1) Review at national level of health challenges. (2) Semi-directed interviews with heads of relevant training institutions. (3) Focus group discussions with key-informants. (4) A questionnaire-based study targeting health professionals identified as potential trainees. A needs assessment showed important public health challenges in the field of health workforce development among the target countries (e.g. unequal HRH distribution in the country, ageing of HRH, lack of adequate training). It also showed a demand for education and training institutions that are able to offer a training programme in health workforce development, and identified training objectives and core competencies useful to potential employers and future trainees (e.g. leadership, planning/evaluation, management, research skill). In combining various approaches our study was able to show a general demand for health managers who are able to plan, develop and manage a nation's health workforce. It also identified specific competencies that should be developed through an education and training program in public health with a focus on health workforce development.

Communication rehabilitation in sub-Saharan Africa: A workforce profile of speech and language therapists

PubMed Central

McAllister, Lindy; Davidson, Bronwyn; Marshall, Julie

2016-01-01

Background There is an urgent global need to strengthen rehabilitation services for people with disabilities. In sub-Saharan Africa, rehabilitation services for people with communication disabilities continue to be underdeveloped. A first step in strengthening services for people with a communication disabilities is to understand the composition and conditions of the current workforce. Objectives This research describes a sample of the speech and language therapists (SLTs) working in SSA (excluding South Africa). This study explores the characteristics of this workforce, including their demographics, education, experience and geographical stability. Method A mixed-methods survey was used to collect data from SLTs within Anglophone countries of SSA. Completed surveys were received from 33 respondents working in 44 jobs across nine countries. Analysis included descriptive and non-parametric inferential statistics. This study reports on a subset of descriptive and quantitative data from the wider survey. Results A background profile of SLTs across the region is presented. Results indicated that the workforce of SLTs comprised a mix of local and international SLTs, with university-level education. Local SLTs were educated both within and outside of Africa, with more recent graduates trained in Africa. These data reflected the local emergence of speech and language therapy training in SSA. Conclusion This sample comprised a mix of African and international SLTs, with indications of growing localisation of the workforce. Workforce localisation offers potential advantages of linguistic diversity and stability. Challenges including workforce support and developing culturally and contextually relevant SLT practices are discussed. PMID:28730052

Wind for Schools Project Curriculum Brief (Fact Sheet)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2010-08-01

The U.S. Department of Energy's (DOE's) 20% Wind Energy by 2030 report recommends expanding education to ensure a trained workforce to meet the projected growth of the wind industry and deployment. Although a few U.S. higher education institutions offer wind technology education programs, most are found in community and technical colleges, resulting in a shortage of programs preparing highly skilled graduates for wind industry careers. Further, the United States lags behind Europe (which has more graduate programs in wind technology design and manufacturing) and is in danger of relinquishing the economic benefits of domestic production of wind turbines and relatedmore » components and services to European countries. DOE's Wind Powering America initiative launched the Wind for Schools project to develop a wind energy knowledge base among future leaders of our communities, states, and nation while raising awareness about wind energy's benefits. This fact sheet provides an overview of wind energy curricula as it relates to the Wind for Schools project.« less

A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education.

PubMed

Hervatis, Vasilis; Loe, Alan; Barman, Linda; O'Donoghue, John; Zary, Nabil

2015-10-06

Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education. The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators' decision making. A deductive case study approach was applied to develop the conceptual model. The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators. The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach.

75 FR 38504 - Meetings of the Naval Research Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-02

... Centers (UARCs)); will consider the technical quality of the workforce and physical infrastructure; will review proprietary information regarding technology applications and systems under development in the...

48 CFR 209.570-3 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... prospective contractor meets the definition of “lead system integrator”; (2) Consider all information... workforce or a system engineering and technical assistance contractor; (2) Shall include a plan for phasing...

FY16 Environmental Workforce Development and Job Training Grants

EPA Pesticide Factsheets

This notice announces the availability of funds and solicits proposals from eligible entities (including eligible non-profit organizations) to provide technical assistance to communities on environemental issues.

Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study.

PubMed

Jordan, Jaime; Coates, Wendy C; Clarke, Samuel; Runde, Daniel P; Fowlkes, Emilie; Kurth, Jacqueline; Yarris, Lalena M

2017-01-01

Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator. Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics. 112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53-17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87-7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13-2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise. Education faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.

Workforce Investment Act: Coordination of TANF Services through One-Stops Has Increased Despite Challenges. Testimony before the Subcommittee on Employment, Safety, and Training, Committee on Health, Education, Labor, and Pensions, U.S. Senate. Statement of Sigurd R. Nilsen, Director, Education, Workforce, and Income Security Issues.

ERIC Educational Resources Information Center

Nilsen, Sigurd R.

Coordination between Temporary Assistance for Needy Families (TANF)-related programs and Workforce Investment Act of 1998 (WIA)'s one-stop centers increased since spring 2000, when WIA was first implemented. Nearly all states reported some coordination between the programs at either the state or the local level. Most often, coordination took one…

Educating Homeless Children. Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, Second Session (Phoenix, Arizona, September 5, 2000).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce, House of Representatives, which was held in Phoenix, Arizona, focused on ensuring equal educational opportunities for homeless children. After an opening statement by the Honorable Matt Solomon, Subcommittee on Early…

Statement of the American Association of Community Colleges to the House Committee on Education and the Workforce on "The State of American Higher Education: What Are Parents, Students, and Taxpayers Getting for Their Money?".

ERIC Educational Resources Information Center

Duncan, Mary Ellen

This statement to the House Committee on Education and the Workforce discusses the state of American higher education and the importance of community colleges in providing access. The author presents specific examples from her vantage point as President of Howard Community College (Maryland). She calls the two-year institution the "Ellis…

Federal Student Loans: Oversight of Defaulted Loan Rehabilitation Needs Strengthening. Testimony before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, House of Representatives. GAO-14-426T

ERIC Educational Resources Information Center

Emrey-Arras, Melissa

2014-01-01

As of September 2013 about $94 billion--over 11 percent of federal student loan volume in repayment--was in default. Loan rehabilitation allows borrowers who make nine on-time monthly payments within 10 months to have the default removed from their credit reports. Department of Education (Education) contracts with collection agencies to assist…

Measuring Success: Using Assessments and Accountability To Raise Student Achievement. Hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

The Subcommittee on Education Reform of the House Committee on Education and the Workforce met to hear testimony on using assessments and accountability to raise student achievement. Statements were given by: (1) Major Owens, Congressman from New York; (2) Michael Castle, Congressman from Delaware, Committee Chairman; (3) Edward B. Rust, Jr.,…

A national action plan for workforce development in behavioral health.

PubMed

Hoge, Michael A; Morris, John A; Stuart, Gail W; Huey, Leighton Y; Bergeson, Sue; Flaherty, Michael T; Morgan, Oscar; Peterson, Janice; Daniels, Allen S; Paris, Manuel; Madenwald, Kappy

2009-07-01

Across all sectors of the behavioral health field there has been growing concern about a workforce crisis. Difficulties encompass the recruitment and retention of staff and the delivery of accessible and effective training in both initial, preservice training and continuing education settings. Concern about the crisis led to a multiphased, cross-sector collaboration known as the Annapolis Coalition on the Behavioral Health Workforce. With support from the Substance Abuse and Mental Health Services Administration, this public-private partnership crafted An Action Plan for Behavioral Health Workforce Development. Created with input from a dozen expert panels, the action plan outlines seven core strategic goals that are relevant to all sectors of the behavioral health field: expand the role of consumers and their families in the workforce, expand the role of communities in promoting behavioral health and wellness, use systematic recruitment and retention strategies, improve training and education, foster leadership development, enhance infrastructure to support workforce development, and implement a national research and evaluation agenda. Detailed implementation tables identify the action steps for diverse groups and organizations to take in order to achieve these goals. The action plan serves as a call to action and is being used to guide workforce initiatives across the nation.

Transforming Medical Education is the Key to Meeting North Carolina's Physician Workforce Needs.

PubMed

Cunningham, Paul R G; Baxley, Elizabeth G; Garrison, Herbert G

2016-01-01

To meet the needs of the population of North Carolina, an epic transformation is under way in health care. This transformation requires that we find new ways to educate and train physicians and other health care professionals. In this commentary, we propose that the success of the Brody School of Medicine in preparing a primary care physician workforce can serve as a model for meeting the state's future physician workforce needs. Other considerations include increasing graduate medical education positions through state funding and providing incentives for medical students who stay in North Carolina. ©2016 by the North Carolina Institute of Medicine and The Duke Endowment. All rights reserved.

Postbaccalaureate premedical programs to promote physician-workforce diversity.

PubMed

Andriole, Dorothy A; McDougle, Leon; Bardo, Harold R; Lipscomb, Wanda D; Metz, Anneke M; Jeffe, Donna B

2015-01-01

There is a critical need for enhanced health-professions workforce diversity to drive excellence and to improve access to quality care for vulnerable and underserved populations. In the current higher education environment, post-baccalaureate premedical programs with a special focus on diversity, sustained through consistent institutional funding, may be an effective institutional strategy to promote greater health professions workforce diversity, particularly physician-workforce diversity. In 2014, 71 of the 200 programs (36%) in a national post-baccalaureate premedical programs data base identified themselves as having a special focus on groups underrepresented in medicine and/or on economically or educationally disadvantaged students. Three post-baccalaureate premedical programs with this focus are described in detail and current and future challenges and opportunities for post-baccalaureate premedical programs are discussed.

"Thinking Like a Marketer": training for a shift in the mindset of the public health workforce.

PubMed

Quinn, Gwendolyn; Albrecht, Terrance; Marshall, Robert; Akintobi, Tabia Henry

2005-04-01

The marketing mindset focuses a practitioner on systematically thinking through key issues before undertaking a health promotion campaign. The Thinking Like a Marketer training, developed by the National Training Collaborative for Social Marketing is a challenging method for health educators and promoters to apply their skills in innovative ways. Focus groups were conducted with former trainees to assess the impact of the training. Additional data were collected from members of the Association of State and Territorial Promotion Directors of Health Promotion and Public Health Education organization through a 10-item elicitation survey. Findings suggest that although participants gained greater sensitivity and appreciation for the social marketing research process, the major barrier to application in the workplace surrounded upper management. On-site technical assistance, mentoring, and follow-up were important training needs identified through the survey and focus groups.

A global picture of pharmacy technician and other pharmacy support workforce cadres.

PubMed

Koehler, Tamara; Brown, Andrew

Understanding how pharmacy technicians and other pharmacy support workforce cadres assist pharmacists in the healthcare system will facilitate developing health systems with the ability to achieve universal health coverage as it is defined in different country contexts. The aim of this paper is to provide an overview of the present global variety in the technician and other pharmacy support workforce cadres considering; their scope, roles, supervision, education and legal framework. A structured online survey instrument was administered globally using the Survey Monkey platform, designed to address the following topic areas: roles, responsibilities, supervision, education and legislation. The survey was circulated to International Pharmaceutical Federation (FIP) member organisations and a variety of global list serves where pharmaceutical services are discussed. 193 entries from 67 countries and territories were included in the final analysis revealing a vast global variety with respect to the pharmacy support workforce. From no pharmacy technicians or other pharmacy support workforce cadres in Japan, through a variety of cadre interactions with pharmacists, to the autonomous practice of pharmacy support workforce cadres in Malawi. From strictly supervised practice with a focus on supply, through autonomous practice for a variety of responsibilities, to independent practice. From complete supervision for all tasks, through geographical varied supervision, to independent practice. From on the job training, through certificate level vocational courses, to 3-4 year diploma programs. From well-regulated and registered, through part regulation with weak implementation, to completely non-regulated contexts. This paper documents wide differences in supervision requirements, education systems and supportive legislation for pharmacy support workforce cadres globally. A more detailed understanding of specific country practice settings is required if the use of pharmacy support workforce cadres is to be optimized. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Best Practices in Documenting Workforce Success of College Graduates: Final Report

ERIC Educational Resources Information Center

Lessne, Deborah S.

2004-01-01

This report documents the Connecticut Department of Higher Education's efforts to investigate and document best practices in assessing student achievement as measured by workforce success. That effort is part of a five-state project to Define Best Practices for Responsible Accountability Models in Higher Education funded by a U.S. Department of…

Cityworks: A Strategic Planning Model for Workforce Education and Training.

ERIC Educational Resources Information Center

City Coll. of San Francisco, CA.

In an effort to become more responsive to students' needs regarding the current and future labor market, California's City College of San Francisco (CCSF) developed "CityWorks," a strategic plan for workforce education and training. This report provides background to the development of CityWorks and describes key goals and strategies.…

The Health Care Workforce in Ten States: Education, Practice and Policy. Interstate Comparisons, Spring 2001.

ERIC Educational Resources Information Center

Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions.

A pilot project profiled and compared the influence of the major environments of supply and demand, education, practice location and incentives, licensure and regulation, and planning and analysis on the health workforce in and among 10 states (California, Connecticut, Florida, Illinois, Iowa, Texas, Utah, Washington, West Virginia, and…

Perceptions of Agriculture Teachers Regarding Education about Biomass Production in Iowa

ERIC Educational Resources Information Center

Han, Guang; Martin, Robert A.

2015-01-01

With the growth of biorenewable energy, biomass production has become an important segment in the agriculture industry (Iowa Energy Center, 2013). A great workforce will be needed for this burgeoning biomass energy industry (Iowa Workforce Development, n. d.). Instructional topics in agricultural education should take the form of problems and…

Growing Our Workforce through Business and Education

ERIC Educational Resources Information Center

Pauley, Douglas R.; Davidchik, Daniel

2010-01-01

In 2004, Central Community College (CCC) established the Mechatronics Education Center (MEC), a regional center of excellence, to help the state address the shortage of skilled technicians in the area of industrial automation. The MEC addresses the needs of the current and future workforce through the implementation of its three main components:…

An Ecological Perspective on Early Years Workforce Competences in Italian ECEC Settings

ERIC Educational Resources Information Center

Migliorini, Laura; Rania, Nadia; Tassara, Tatiana

2016-01-01

Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0-6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have…

Developing Strategic Collaborative Partnerships within a Workforce Development Program

ERIC Educational Resources Information Center

Hiscano, Lisa Raudelunas

2010-01-01

Workforce development programs provide training and education to welfare recipients to prepare them to obtain and retain employment in their communities. Federal, state, and local investments are made to develop and implement programs. But, do these programs have relationships with local employers to obtain their input to provide the education and…

The Landscape of Noncredit Workforce Education: State Polices and Community College Practices

ERIC Educational Resources Information Center

Van Noy, Michelle; Jacobs, James; Korey, Suzanne; Bailey, Thomas; Hughes, Katherine L.

2008-01-01

This report describes a study conducted by the Community College Research Center (CC RC) that explores the overarching issues affecting community college noncredit workforce education. Following an introduction, the next section explains the methodology of the study, presenting the research questions, the data collection methods, and the analytic…

Improving the Relationship between Continuing Education Leadership and Marketing Directors

ERIC Educational Resources Information Center

Fong, Jim

2009-01-01

In this economy, college and university continuing education units will not automatically reap the benefits of returning adult learners as in past recessions: this economy caused a drastic reduction of resources available to the workforce and for personal revenue. As a result of decreased personal income and workforce training funding, competition…

Aligning Postsecondary Education with Regional Workforce Needs: A Tale of Two States

ERIC Educational Resources Information Center

Barkanic, Stephen

2016-01-01

The United States faces a pressing national security and competitiveness challenge rooted in a shortage of a diverse, highly skilled workforce, particularly in vital cross-disciplinary fields such as data science and analytics, cybersecurity, and information technology. To address this challenge, Business-Higher Education Forum (BHEF) launched the…

Building a Cybersecurity Workforce with Remote Labs

ERIC Educational Resources Information Center

Martin, Nancy; Woodward, Belle

2013-01-01

Now more than ever, cybersecurity professionals are in demand and the trend is not expected to change anytime soon. Currently, only a small number of educational programs are funded and equipped to educate cybersecurity professionals and those few programs cannot train a workforce of thousands in a relatively short period of time. Moreover, not…

Patterns for Success: Organization and Learning Skills, Part II (P12). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on organization and learning skills is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the…

Train-the-Trainer: Developing Workplace Curriculum, Part II (TT2). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on developing workplace curriculum is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the apparel,…

Patterns for Success: Organization and Learning Skills, Part I (P11). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on organization and learning skills is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the…

Success Skills for the Textile Industry: Team Building (SS2). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on team building is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the apparel, carpet, and…

Success Skills for the Textile Industry: Communication (SS1). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on communication is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the apparel, carpet, and…

Success Skills for the Textile Industry: Problem Solving (SS3). Workforce 2000 Partnership.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum package on problem solving is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the apparel, carpet, and…

Education evolution: a historical perspective of associate degree nursing.

PubMed

Orsolini-Hain, Liana; Waters, Verle

2009-05-01

Exploring the inception and growth of associate degree nursing education informs our understanding of what led to such explosive growth so that most of the nursing workforce is currently educated at the associate degree level. The success of associate degree nursing programs led to many divisive years in nursing education of differentiation of practice debates that were hardly productive. Work world practices and patient needs are creating pressures on community colleges to join forces with universities to increase the percentage of baccalaureate-educated nurses. Associate degree nursing education continues to evolve to meet the demands of a higher educated nursing workforce.

Lessons Learned: Tribal Community Engagement, Remediation and Restoration of a Uranium Mine Tailings Site, Navajo Nation - 12484

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wadsworth, Donald K.; Hicks, Allison H.

2012-07-01

In May, 2011 New World Environmental Inc. was awarded a contract by the Navajo Nation Environmental Protection Agency to remediate an illegal radioactive waste disposal site located in the Navajo Nation. The initial scope included the excavation and shipment of an estimated 3,000 cubic yards of Uranium mine tailings and associated industrial waste. In this instance Stakeholders were supportive of the project, remediation and restoration, yet the movement of residual radioactive materials through tribal communities was a controversial issue. Other Stakeholder issues included site security, water sources for remediation activities, local residents' temporary re-location and care of livestock, right ofmore » way permissions and local workforce development. This presentation recaps the technical and non-technical issues encountered in the remediation and restoration the seven acre site and the outreach to surrounding communities. Cultural and equity issues resulting from historical problems associated with this and other sites in the immediate area and education and training. (authors)« less

Diffusion of a nursing education innovation: nursing workforce development through promotion of RN/BSN education.

PubMed

Diaz Swearingen, Connie; Clarke, Pamela N; Gatua, Mary Wairimu; Sumner, Christa Cooper

2013-01-01

Despite state, national, and organizational objectives to increase the proportion of nurses with a bachelor's degree or higher, a majority of nurses hold an associate's degree in nursing. To address the need for a better-prepared nursing workforce in this rural state, an RN/BSN recruitment and retention project was implemented. The authors discuss the Leadership Education to Advance Practice project and its outcomes.

The BHEF National Higher Education and Workforce Initiative: A Model for Pathways to Baccalaureate Attainment and High-Skill Careers in Emerging Fields. BHEF Case Study Series

ERIC Educational Resources Information Center

Fitzgerald, Brian K.; Barkanic, Steve; Cardenas-Navia, Isabel; Elzey, Karen; Hughes, Debbie; Kashiri, Erica; Troyan, Danielle

2014-01-01

Partnerships between higher education and business have long been an important part of the academic landscape, but often they are based on shorter-term transactional objectives rather than on longer-term strategic goals. BHEF's National Higher Education and Workforce Initiative brings together business and academia at the institutional,…

How We Advocated for Gender Diversity in the Early Childhood Workforce

ERIC Educational Resources Information Center

Janairo, Rolland R.; Holm, Just; Jordan, Theresa; Wright, Nida S.

2010-01-01

Men matter to young children. Furthermore, people can see that men care about children. Men are, in fact, rare in early education and care settings. Nationally, men comprise 5 percent of the child care workforce and 2.2 percent of preschool and kindergarten teachers. A representative, diverse workforce that promotes professional opportunities…

The State of the Psychology Health Service Provider Workforce

ERIC Educational Resources Information Center

Michalski, Daniel S.; Kohout, Jessica L.

2011-01-01

Numerous efforts to describe the health service provider or clinical workforce in psychology have been conducted during the past 30 years. The American Psychological Association (APA) has studied trends in the doctoral education pathway and the resultant effects on the broader psychology workforce. During this period, the creation and growth of…

Improving the Fit: How To Use Assessment Data To Connect University Curricula to Workforce Needs.

ERIC Educational Resources Information Center

Jones, Edward; Harrington, Charles F.

Broad-based assessment and evaluation must form the foundation of planning for economic and workforce development engagement opportunities by a college or university. This involves assessing workforce development needs and evaluating how well current curricular offerings respond to those needs. Higher education institutions can successfully…

Education Regulations: Burying Schools in Paperwork. Hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education of the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 15, 2011). Serial Number 112-12

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

This paper presents the Committee on Education and the Workforce's hearing examining the adverse impact extensive federal regulations and reporting requirements have on teachers, administrators and students in elementary and secondary schools. Too many schools and school districts are overwhelmed by unnecessary paperwork requirements. Currently,…

U.S. Department of Education Chapter of Blacks In Government (BIG) Report: The Status of the African American Workforce at the U.S. Department of Education as of the First Quarter of 2013

ERIC Educational Resources Information Center

Gill, Wanda E.

2013-01-01

In December 2012, the "U.S. Department of Education Chapter of Blacks In Government (BIG) Report: The Status of the African American Workforce at the U.S. Department of Education" (ED538186) described racial and demographic data by grade levels for Pay Period 11 in 2012 compared to similar data towards the end of the Bush administration.…

Education Regulations: Weighing the Burden on Schools and Students. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 1, 2011). Serial Number 112-7

ERIC Educational Resources Information Center

US House of Representatives, 2011

2011-01-01

This hearing is the first in a series convened by the Committee on Education and the Workforce to examine federal rules and regulations that undermine the strength of the nation's education system. The House has charged this committee to look at rules and regulations within the jurisdiction that may hinder job creation and economic growth. This…

The Best of Head Start: Learning from Model Programs. Hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Ninth Congress, First Session. Serial No. 109-7

ERIC Educational Resources Information Center

US House of Representatives, 2005

2005-01-01

In commencing this Hearing, the Honorable Michael N. Castle, Chairman, Subcommittee on Education Reform, Committee on Education and the Workforce, states that Head Start is a good program that can be made stronger. He acknowledges that, despite the many success stories in the program, the Subcommittee has also heard troubling stories about program…

Roundtable: Higher Education and Corporate Leaders--Working Together to Strengthen America's Workforce. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Ninth Congress, First Session (May 19, 2005). Senate Hearing 109-134

ERIC Educational Resources Information Center

US Senate, 2005

2005-01-01

This hearing was convened to examine issues relating to higher education and corporate leaders, focusing on defining the roles industry and institutions of higher education will have to ensure that the United States has the skilled and diverse workforce it will need to succeed today and in the future. The Committee heard statements by: Michael B.…

Transportability of tertiary qualifications and CPD: a continuing challenge for the global health workforce.

PubMed

Saltman, Deborah C; Kidd, Michael R; Jackson, Debra; Cleary, Michelle

2012-07-09

In workforces that are traditionally mobile and have long lead times for new supply, such as health, effective global indicators of tertiary education are increasingly essential. Difficulties with transportability of qualifications and cross-accreditation are now recognised as key barriers to meeting the rapidly shifting international demands for health care providers. The plethora of mixed education and service arrangements poses challenges for employers and regulators, let alone patients; in determining equivalence of training and competency between individuals, institutions and geographical locations. This paper outlines the shortfall of the current indicators in assisting the process of global certification and competency recognition in the health care workforce. Using Organisation for Economic Cooperation and Development (OECD) data we highlight how International standardisation in the tertiary education sector is problematic for the global health workforce. Through a series of case studies, we then describe a model which enables institutions to compare themselves internally and with others internationally using bespoke or prioritised parameters rather than standards. The mobility of the global health workforce means that transportability of qualifications is an increasing area of concern. Valid qualifications based on workplace learning and assessment requires at least some variables to be benchmarked in order to judge performance.

If Not Us, Then Who? Increasing Opportunities for Students at Navajo Technical University

ERIC Educational Resources Information Center

Vandever, Daniel

2017-01-01

Navajo Technical University first opened its doors in 1979 as the Navajo Skills Center with the simple intention of training an unemployed workforce and putting people to work. At the time, the Diné were just a generation removed from attempts at forced assimilation, which included unwarranted military action by the U.S. Cavalry during the Long…

Ground System Survivability Overview

DTIC Science & Technology

2012-03-27

Avoidance Blast Mitigation Optimization Customer ILIR RDT&E Funding 5.0 % 0.5% GSS has a proven, technically proficient workforce that meets...Evaluation of Defensive-Aid Suites (ARMED) Common Automatic Fire Extinguishing System ( CAFES ) Transparent Armor Development Ground Combat Vehicle...Survey TRADOC (WFO, CNA, etc) Voice of the Customer Sy st em s En gi ne er in g Publish overarching MIL-STD, design guidelines, technical

Public health workforce research in review: a 25-year retrospective.

PubMed

Hilliard, Tracy M; Boulton, Matthew L

2012-05-01

The Robert Wood Johnson Foundation commissioned a systematic review of public health workforce literature in fall 2010. This paper reviews public health workforce articles published from 1985 to 2010 that support development of a public health workforce research agenda, and address four public health workforce research themes: (1) diversity; (2) recruitment, retention, separation, and retirement; (3) education, training, and credentialing; and (4) pay, promotion, performance, and job satisfaction. PubMed, ERIC, and Web of Science databases were used to search for articles; Google search engine was used to identify gray literature. The study used the following inclusion criteria: (1) articles written in English published in the U.S.; (2) the main theme(s) of the article relate to at least one of the four public health workforce research themes; and (3) the document focuses on the domestic public health workforce. The literature suggests that the U.S. public health workforce is facing several urgent priorities that should be addressed, including: (1) developing an ethnically/racially diverse membership to meet the needs of an increasingly diverse nation; (2) recruiting and retaining highly trained, well-prepared employees, and succession planning to replace retirees; (3) building public health workforce infrastructure while also confronting a major shortage in the public health workforce, through increased education, training, and credentialing; and (4) ensuring competitive salaries, opportunities for career advancement, standards for workplace performance, and fostering organizational cultures which generate high levels of job satisfaction for effective delivery of services. Additional research is needed in all four thematic areas reviewed to develop well-informed, evidence-based strategies for effectively addressing critical issues facing the public health workforce. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Challenges in oral communication for internationally educated nurses.

PubMed

Lum, Lillie; Dowedoff, Penny; Bradley, Pat; Kerekes, Julie; Valeo, Antonella

2015-01-01

Achieving English language proficiency, while key to successful adaptation to a new country for internationally educated nurses (IENs), has presented more difficulties for them and for educators than previously recognized. Professional communication within a culturally diverse client population and maintaining collaborative relationships between nurses and other team members were perceived as new challenges for IENs. Learning an additional language is a long-term, multistage process that must also incorporate social and cultural aspects of the local society and the profession. This article provides a descriptive review of current research literature pertaining to English language challenges, with a focus on oral language, experienced by IENs. Educational strategies for teaching technical language skills as well as the socio-pragmatics of professional communication within nursing programs are emphasized. Bridging education programs must not only develop students'academic language proficiency but also their ability to enter the workforce with the kind of communication skills that are increasingly highlighted by employers as essential attributes. The results of this review are intended to facilitate a clearer understanding of the English language and communication challenges experienced by IENs and identify the implications for designing effective educational programs. © The Author(s) 2014.

A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education

PubMed Central

Loe, Alan; Barman, Linda; O'Donoghue, John; Zary, Nabil

2015-01-01

Background Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education. Objective The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators’ decision making. Methods A deductive case study approach was applied to develop the conceptual model. Results The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators. Conclusions The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach. PMID:27731840

Improving Quality and Reducing Waste in Allied Health Workplace Education Programs: A Pragmatic Operational Education Framework Approach.

PubMed

Golder, Janet; Farlie, Melanie K; Sevenhuysen, Samantha

2016-01-01

Efficient utilisation of education resources is required for the delivery of effective learning opportunities for allied health professionals. This study aimed to develop an education framework to support delivery of high-quality education within existing education resources. This study was conducted in a large metropolitan health service. Homogenous and purposive sampling methods were utilised in Phase 1 (n=43) and 2 (n=14) consultation stages. Participants included 25 allied health professionals, 22 managers, 1 educator, and 3 executives. Field notes taken during 43 semi-structured interviews and 4 focus groups were member-checked, and semantic thematic analysis methods were utilised. Framework design was informed by existing published framework development guides. The framework model contains governance, planning, delivery, and evaluation and research elements and identifies performance indicators, practice examples, and support tools for a range of stakeholders. Themes integrated into framework content include improving quality of education and training provided and delivery efficiency, greater understanding of education role requirements, and workforce support for education-specific knowledge and skill development. This framework supports efficient delivery of allied health workforce education and training to the highest standard, whilst pragmatically considering current allied health education workforce demands.

Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Science, Technology, Engineering, and Math (STEM) by Academic Level--2009-10. Third in a Series Linking College Completion with U.S. Workforce Needs

ERIC Educational Resources Information Center

Santiago, Deborah; Soliz, Megan

2012-01-01

Drawing attention to the institutions graduating Latinos in postsecondary education links the college completion goals of the U.S. with the workforce needs of the country. This third brief in the Finding Your Workforce series provides a summary of the top 25 institutions at each academic level graduating Latinos from certificates to doctoral…

The Wind Energy Workforce Gap in the United States

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tegen, Suzanne I; Keyser, David J

There are more than 100,000 jobs in the U.S. wind industry today, and the second-fastest growing job in the United States in 2017 was wind technician. A vibrant wind industry needs workers, and students who graduate from wind energy education and training programs need jobs. The goal of this research is to better understand the needs of wind-related businesses, education and training requirements, and the make-up of current and future domestic workforces. Educators are developing and training future workers. Educational institutions need to know which courses to provide to connect students with potential employers and to justify their wind energymore » programs by being able to place graduates into well-paying jobs. In interviews with 250 wind energy firms and 50 educational institutions, many respondents reported difficulty hiring qualified candidates, while many educational institutions reported graduates not finding jobs in the wind industry. We refer to this mismatch as the 'workforce gap.' This conference poster explores this gap.« less

The Road to Tomorrow's Teachers: Planning, Implementing, and Evaluating a State-Based Special Education Workforce Development Initiative. Lessons Learned from the National Pilot Sites Project for Recruitment and Retention. Developing the Special Education Workforce.

ERIC Educational Resources Information Center

National Clearinghouse for Professions in Special Education, Arlington, VA.

This document describes the National Pilot Sites Project for Recruitment and Retention, an effort to recruit, prepare, and retain highly qualified diverse educators and related services personnel for children and youth with disabilities by involving multiple stakeholder groups within selected states (Alabama, Colorado, Georgia, New Jersey, Oregon,…

Illinois State Plan: Adult Education and Family Literacy. Under Title II of the Workforce Investment Act of 1998, Adult Education and Family Literacy Act

ERIC Educational Resources Information Center

Illinois Community College Board, 2014

2014-01-01

This document contains Illinois' State Plan for Adult Education and Family Literacy under Title II of the Workforce Investment Act of 1998 for July 1, 1999, through June 30, 2015. The plan is comprised of the following sections: (1) Eligible agency certifications and assurances; (2) Description of the steps to ensure direct and equitable access;…

Partnerships for Workforce Development in Business and Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (14th, Greenville, North Carolina, February 21-22, 1997). Volume 8.

ERIC Educational Resources Information Center

Wallace, Ivan, Ed.

This proceedings includes the following papers: "Multimedia Case Studies--Business Reality for Students" (Agneberg); "Interactive Development and Design--A Business Approach" (Agneberg); "Ethics Instruction for Workforce Development" (Arnold); "Career Development Focus in Lincoln County" (Beam);…

Professional Development in the Vocational Education and Training Workforce. Occasional Paper

ERIC Educational Resources Information Center

Guthrie, Hugh

2010-01-01

This paper is based on one prepared for South Australia's Training and Skills Commission. It comes at a time of strong interest in the quality and professionalism of the vocational education and training (VET) workforce. This interest is underpinned by research into what constitutes quality teaching, as well as initiatives such as the strategic…

Closing the Gap: Education Requirements of the 21st Century Production Workforce

ERIC Educational Resources Information Center

Stone, Kyle B.; Kaminski, Karen; Gloeckner, Gene

2009-01-01

Due to the large number of individuals retiring over the next ten years a critical shortage of people available to work within the manufacturing industry is looming (Dychtwald, Erickson, & Morison, 2006). This shortage is exacerbated by the lack of a properly educated workforce that meets the demands of the 21st century manufacturer (Judy…

Health Care Workforce Development in Rural America: When Geriatrics Expertise Is 100 Miles Away

ERIC Educational Resources Information Center

Tumosa, Nina; Horvath, Kathy J.; Huh, Terri; Livote, Elayne E.; Howe, Judith L.; Jones, Lauren Ila; Kramer, B. Josea

2012-01-01

The Geriatric Scholar Program (GSP) is a Department of Veterans Affairs' (VA) workforce development program to infuse geriatrics competencies in primary care. This multimodal educational program is targeted to primary care providers and ancillary staff who work in VA's rural clinics. GSP consists of didactic education and training in geriatrics…

Adding It Up: Using Metrics to Deliver a Better-Educated Workforce

ERIC Educational Resources Information Center

Reindl, Travis

2011-01-01

As states struggle to boost economic growth and create new jobs, colleges must change to help meet the demand for talented workers. Boards of public institutions need new metrics to determine how well they are meeting statewide workforce goals. States must focus more on measuring higher education's effectiveness and efficiency, especially when it…

Cityworks: A Strategic Planning Model for Workforce Education and Training. Progress Report, January-June 1996.

ERIC Educational Resources Information Center

City Coll. of San Francisco, CA.

"CityWorks" is a strategic plan for improving workforce education and training at California's City College of San Francisco (CCSF). In January 1996, a Project Group was formed to determine a timeline and tasks to be accomplished by the project through June 1996, establishing goals related to project dissemination, forming external…

Understanding Vocational Education and Training, Productivity and Workforce Participation: An Issues Paper

ERIC Educational Resources Information Center

Evesson, Justine; Bretherton, Tanya; Buchanan, John; Rafferty, Mike; Considine, Gillian

2009-01-01

This issues paper reports on the findings from the first year of a three-year program of research by the University of Sydney's Workplace Research Centre. The overarching aim of the research is to investigate how, if at all, vocational education and training can make a difference in improving productivity and workforce participation. The authors…

Higher Education Scholarships: A Review of Their Impact on Workplace Retention and Career Progression

ERIC Educational Resources Information Center

Foreman, Emma; Perry, Carolyn; Wheeler, Amanda

2015-01-01

The community-managed mental health sector is facing a crisis. Funding is less certain, demand for services is increasing, and retaining a skilled and competent workforce is proving a challenge. In order to respond to this workforce crisis a literature review was conducted on the effectiveness of higher education scholarship programmes, as a…

Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies

ERIC Educational Resources Information Center

Jayakumar, Uma M.

2008-01-01

In this article, Uma Jayakumar investigates the relationship between white individuals' exposure to racial diversity during college and their postcollege cross-cultural workforce competencies. Using survey data from the Cooperative Institutional Research Program, housed in the Higher Education Research Institute at the University of California at…

Corporate Universities: An Historical Perspective with an Analysis and Comparison of Development Models in the Literature and Practice

ERIC Educational Resources Information Center

Schmitt, Catherine A.

2012-01-01

This dissertation examines the history of workforce education, corporate university development models in both literature and practice, and the evolution of the next generation of corporate universities. It traces workforce education from indentured servants in Europe during the Middle Ages, to the sophisticated corporate universities that…

Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature

ERIC Educational Resources Information Center

Surr, Claire A.; Gates, Cara; Irving, Donna; Oyebode, Jan; Smith, Sarah Jane; Parveen, Sahdia; Drury, Michelle; Dennison, Alison

2017-01-01

Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick's return on investment model was applied. One…

Problem-based learning in public health workforce training: a discussion of educational principles and evidence.

PubMed

Trevena, Lyndal J

2007-01-01

Problem-based learning (PBL) has been implemented within numerous undergraduate health curricula but less so in workforce training. Public health practice requires many of the skills that PBL aims to develop such as teamwork, self-directed learning and the integration of multiple sources of information within problem solving. This paper summarises the historical development of PBL and the educational principles underpinning it. It hypothesises that the public health workforce would benefit from some exposure to this type of learning and highlights some of the practical issues for its implementation.

Why the changing American economy calls for twenty-first century learning: answers to educators' questions.

PubMed

Levy, Frank; Murnane, Richard J

2006-01-01

While struggling with the current pressures of educational reform, some educators will ask whether their efforts make economic sense. Questioning the future makeup of the nation's workforce, many wonder how the educational system should be tempered to better prepare today's youth. This chapter answers educators' and parents' questions around the effect of fluctuations in the American economy on the future of education. The authors offer reassurance that good jobs will always be available, but warn that those jobs will require a new level of skills: expert thinking and complex communication. Schools need to go beyond their current curriculum and prepare students to use reading, math, and communication skills to build a deeper and more thoughtful understanding of subject matter. To explain the implications of the nation's changing economy on jobs, technology, and therefore education, the authors address a range of vital questions. Citing occupational distribution data, the chapter explores the supply and range of jobs in the future, as well as why changes in the U.S. job distribution have taken place. As much of the explanation for the shift in job distribution over the past several decades is due to the computerization of the workforce, the authors discuss how computers will affect the future composition of the workforce. The chapter also addresses the consequences of educational improvement on earnings distribution. The authors conclude that beyond workforce preparedness, students need to learn how to be contributing members of a democracy.

Developing Professionalism within a Regulatory Framework in England: Challenges and Possibilities

ERIC Educational Resources Information Center

Miller, Linda

2008-01-01

Early Childhood Education and Care (ECEC) is now firmly on government agendas in many countries, including England, and the need to develop a professional workforce is generally agreed. The reform of the children's workforce in England acknowledges that increasing the skills and competence of this workforce is critical to its success. Two new…

Assessing the Workforce Outcomes of Maryland Science, Technology, Engineering, and Math (STEM) Postsecondary Graduates

ERIC Educational Resources Information Center

Zheng, Xiaying; Stapleton, Laura M.; Henneberger, Angela K.; Woolley, Michael E.

2016-01-01

The science, technology, engineering, and math (STEM) workforce, and therefore STEM education, has become increasingly central to the U.S. economic growth and competitiveness over the past five decades. Nationally, the number of STEM workforce positions and the number of STEM postsecondary graduates have increased over time, but there is…

Implementing the Workforce Investment Act of 1998. A White Paper.

ERIC Educational Resources Information Center

Employment and Training Administration (DOL), Washington, DC.

The Workforce Investment Act represents a total customer-driven overhaul of the U.S. job training system that will help employers obtain needed workers and empower job seekers to obtain the training needed for the jobs they want. The Department of Labor will implement the Workforce Investment Act in cooperation with the Department of Education.…

Building a Quality Workforce: A National Priority for the 21st Century. Conference Proceedings (Milwaukee, Wisconsin, October 23-25, 1989).

ERIC Educational Resources Information Center

Bolin, Rick, Ed.; Green, Lori, Ed.

Selected titles from a conference on building a quality workforce are as follows: "Action Packed 'Practical Education Now'" (Walters); "Adjusting to Transitions" (Schall, Dluzak); "Adult Literacy" (Nichols); "Aging Workforce" (Stowell et al.); "Artificial Intelligence and Human Performance Technology" (Ruyle); "Basic Academic Skills Problem"…

Quality of the ECEC Workforce in Romania: Empirical Evidence from Parents' Experiences

ERIC Educational Resources Information Center

Matei, Aniela; Ghenta, Mihaela

2018-01-01

The quality of the early childhood workforce is central to service provision in this area, being a major factor in determining children's development over the course of their lives. Specific skills and competencies are expected from early childhood education and care (ECEC) workforce. Well-trained staff from ECEC settings are an extremely…

Hispanics at Work in the 1990s: Dealing with Diversity and Language Issues in the New American Workforce.

ERIC Educational Resources Information Center

Whiting, Basil J.

1992-01-01

Considers the position of Hispanic Americans in the work force, centering on the emerging concept of diversity management and special problems of bilingual workforce education. Issues highlighted in the "Workforce 2000" report (by the U.S. Department of Labor) are examined. Diversity management means tapping the human resource potential…

Health Workforce Development: A Needs Assessment Study in French Speaking African Countries

ERIC Educational Resources Information Center

Chastonay, Philippe; Moretti, Roberto; Zesiger, Veronique; Cremaschini, Marco; Bailey, Rebecca; Pariyo, George; Kabengele, Emmanuel Mpinga

2013-01-01

In 2006, WHO alerted the world to a global health workforce crisis, demonstrated through critical shortages of health workers, primarily in Sub-Saharan Africa (WHO in World Health Report, 2006). The objective of our study was to assess, in a participative way, the educational needs for public health and health workforce development among potential…

Women in STEM: A Gender Gap to Innovation. ESA Issue Brief #04-11

ERIC Educational Resources Information Center

Beede, David; Julian, Tiffany; Langdon, David; McKittrick, George; Khan, Beethika; Doms, Mark

2011-01-01

The science, technology, engineering and math (STEM) workforce is crucial to America's innovative capacity and global competitiveness. Yet women are vastly underrepresented in STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity…

Health system's response for physician workforce shortages and the upcoming crisis in Ethiopia: a grounded theory research.

PubMed

Assefa, Tsion; Haile Mariam, Damen; Mekonnen, Wubegzier; Derbew, Miliard

2017-12-28

A rapid transition from severe physician workforce shortage to massive production to ensure the physician workforce demand puts the Ethiopian health care system in a variety of challenges. Therefore, this study discovered how the health system response for physician workforce shortage using the so-called flooding strategy was viewed by different stakeholders. The study adopted the grounded theory research approach to explore the causes, contexts, and consequences (at the present, in the short and long term) of massive medical student admission to the medical schools on patient care, medical education workforce, and medical students. Forty-three purposively selected individuals were involved in a semi-structured interview from different settings: academics, government health care system, and non-governmental organizations (NGOs). Data coding, classification, and categorization were assisted using ATLAs.ti qualitative data analysis scientific software. In relation to the health system response, eight main categories were emerged: (1) reasons for rapid medical education expansion; (2) preparation for medical education expansion; (3) the consequences of rapid medical education expansion; (4) massive production/flooding as human resources for health (HRH) development strategy; (5) cooperation on HRH development; (6) HRH strategies and planning; (7) capacity of system for HRH development; and (8) institutional continuity for HRH development. The demand for physician workforce and gaining political acceptance were cited as main reasons which motivated the government to scale up the medical education rapidly. However, the rapid expansion was beyond the capacity of medical schools' human resources, patient flow, and size of teaching hospitals. As a result, there were potential adverse consequences in clinical service delivery, and teaching learning process at the present: "the number should consider the available resources such as number of classrooms, patient flows, medical teachers, library…". In the future, it was anticipated to end in surplus in physician workforce, unemployment, inefficiency, and pressure on the system: "…flooding may seem a good strategy superficially but it is a dangerous strategy. It may put the country into crisis, even if good physicians are being produced; they may not get a place where to go…". Massive physician workforce production which is not closely aligned with the training capacity of the medical schools and the absorption of graduates in to the health system will end up in unanticipated adverse consequences.

[Advanced Composites Technology Initiatives

NASA Technical Reports Server (NTRS)

Julian, Mark R.

2002-01-01

This final report closes out the W02 NASA Grant #NCC5-646. The FY02 grant for advanced technology initiatives through the Advanced Composites Technology Institute in Bridgeport, WV, at the Robert C. Byrd Institute (RCBI) Bridgeport Manufacturing Technology Center, is complete; all funding has been expended. RCBI continued to expand access to technology; develop and implement a workforce-training curriculum; improve material development; and provide prototyping and demonstrations of new and advanced composites technologies for West Virginia composites firms. The FY 02 efforts supported workforce development, technical training and the HST development effort of a super-lightweight composite carrier prototype and expanded the existing technical capabilities of the growing aerospace industry across West Virginia to provide additional support for NASA missions. Additionally, the Composites Technology and Training Center was awarded IS0 9001 - 2000 certification and Cleanroom Class 1000 certification during this report period.

[Added value of family practitioners' supervision of junior doctors in a walk-in clinic].

PubMed

Perdrix, J; Gubser, R; Gilgien, W; Bischoff, T

2011-05-18

The pending workforce crisis in family medicine has triggered various initiatives. This article describes the PMU-FLON walk-in clinic, a project of the Institute of General Medicine University of Lausanne. The working conditions in this clinic are close to that of a family practice. Doctors in training are supervised by family doctors who work part-time in the clinic. The objective is to improve training in the various fields of family medicine, from technical skills (improving optimal use of diagnostic tools), to integrating patients' requests in a more global patient-centered approach. This new educational model allows doctors in training to benefit from the specific approaches of different trainers. It will contribute to promoting quality family medicine in the future.

Aerospace Workforce Development: The Nebraska Proposal; and Native View Connections: A Multi-Consortium Workforce Development Proposal. UNO Aviation Monograph Series

NASA Technical Reports Server (NTRS)

Bowen, Brent D.; Russell, Valerie; Vlasek, Karisa; Avery, Shelly; Calamaio, Larry; Carstenson, Larry; Farritor, Shane; deSilva, Shan; Dugan, James; Farr, Lynne

2003-01-01

The NASA Nebraska Space Grant Consortium (NSGC) continues to recognize the necessity of increasing the quantity and quality of highly skilled graduates and faculty involved with NASA. Through NASA Workforce Development funds awarded in 2002, NSGC spearheaded customer- focused workforce training and higher education, industry and community partnerships that are significantly impacting the state s workforce in the science, technology, engineering, and mathematics (STEM) competencies. NSGC proposes to build upon these accomplishments to meet the steadily increasing demand for STEM skills and to safeguard minority representation in these disciplines. A wide range of workforce development activities target NASA s need to establish stronger connections among higher education, industry, and community organizations. Participation in the National Student Satellite Program (NSSP), Community Internship Program, and Nebraska Science and Technology Recruitment Fair will extend the pipeline of employees benefiting NASA as well as Nebraska. The diversity component of this proposal catapults from the exceptional reputation NSGC has built by delivering geospatial science experiences to Nebraska s Native Americans. For 6 years, NSGC has fostered and sustained partnerships with the 2 tribal colleges and 4 reservation school districts in Nebraska to foster aeronautics education and outreach. This program, the Nebraska Native American Outreach Program (NNAOP), has grown to incorporate more than educational institutions and is now a partnership among tribal community leaders, academia, tribal schools, and industry. The content focus has broadened from aeronautics in the school systems to aerospace technology and earth science applications in tribal community decision-making and workforce training on the reservations. To date, participants include faculty and staff at 4 Nebraska tribal schools, 2 tribal colleges, approximately 1,000 Native American youth, and over 1,200 community members. This Native American Initiative of the NSGC addresses Nebraska workforce development and serves as a model to others. Following a structured evaluation process, NSGC proposes to sustain delivery of the training funded by NASA in 2002 to tribal entities through partnerships linking academic programs and industry leaders.

Financing graduate medical education to meet the needs of children and the future pediatrician workforce.

PubMed

Shipman, Scott A; Pan, Richard J D

2008-04-01

This policy statement articulates the positions of the American Academy of Pediatrics on graduate medical education and the associated costs and funding mechanisms. It reaffirms the policy of the American Academy of Pediatrics that graduate medical education is a public good and is an essential part of maintaining a high-quality physician workforce. The American Academy of Pediatrics advocates for lifelong learning across the continuum of medical education. This policy statement focuses on the financing of one component of this continuum, namely residency education. The statement calls on federal and state governments to continue their support of residency education and advocates for stable means of funding such as the establishment of an all-payer graduate medical education trust fund. It further proposes a portable authorization system that would allocate graduate medical education funds for direct medical education costs to accredited residency programs on the basis of the selection of the program by qualified student or residents. This system allows the funding to follow the residents to their program. Recognizing the critical workforce needs of many pediatric medical subspecialties, pediatric surgical specialties, and other pediatric specialty disciplines, this statement maintains that subspecialty fellowship training and general pediatrics research fellowship training should receive adequate support from the graduate medical education financing system, including funding from the National Institutes of Health and other federal agencies, as appropriate. Furthermore, residency education that is provided in freestanding children's hospitals should receive a level of support equivalent to that of other teaching hospitals. The financing of graduate medical education is an important and effective tool to ensure that the future pediatrician workforce can provide optimal heath care for infants, children, adolescents, and young adults.

Department of Energy Actions Necessary to Improve DOE’s Training Program

DTIC Science & Technology

1999-02-01

assessments, the Department has completed analyses and implemented training programs for the defense nuclear facilities technical workforce and...certification standards, such as those examined by the Defense Nuclear Facilities Safety Board in its reviews of Department operations, impose... nuclear facilities will have their technical skills assessed and will receive continuing training to maintain certain necessary skills. Page 17 GAO/RCED

Transforming the Terminal Associates of Applied Science into a Four-Year Degree: A Win-Win Situation for Students, Community Colleges, Universities, and Businesses

ERIC Educational Resources Information Center

Batts, David L.; Pagliari, Leslie R.

2013-01-01

Associates of Applied Science (AAS) degrees were once considered terminal degrees and were developed for people seeking technical skills to join the workforce. This paper discusses the transformation from a transferable degree into technical four-year baccalaureate degree. It also discusses survey results of students currently in a degree…

Time Is Money...and the Enemy of College Completion: Transform American Higher Education to Boost Completion and Reduce Costs. Testimony before the United States House of Representatives Subcommittee on Higher Education and Workforce Training

ERIC Educational Resources Information Center

Jones, Stan

2012-01-01

This paper presents Stan Jones' testimony before the United States House of Representatives Subcommittee on Higher Education and Workforce Training. In his testimony, he talks about a new American majority of students that is emerging on campuses, especially at community colleges. These students must delicately balance long hours at jobs they must…

Overidentification Issues within the Individuals with Disabilities Education Act and the Need for Reform. Hearing before the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, First Session (October 4, 2001).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This report contains the proceedings of a hearing on the overidentification of students with disabilities that was conducted on October 4, 2001, before the United States House of Representatives Committee on Education and the Workforce. The report includes opening statements by Chairman John Boehner and Representative George Miller and the…

Perspectives on Adult Education, Human Resource Development, and the Emergence of Workforce Development

ERIC Educational Resources Information Center

Jacobs, Ronald L.

2006-01-01

This article presents a perspective on the relationship between adult education and human resource development of the past two decades and the subsequent emergence of workforce development. The lesson taken from the article should be more than simply a recounting of events related to these fields of study. Instead, the more general lesson may be…

The BHEF National Higher Education and Workforce Initiative: A Model for Pathways to Baccalaureate Attainment and High-Skill Careers in Emerging Fields, Part 3

ERIC Educational Resources Information Center

Fitzgerald, Brian K.; Barkanic, Steve; Cárdenas-Navia, Isabel; Chen, Janet; Elzey, Karen; Hughes, Debbie; Troyan, Danielle

2016-01-01

BHEF has achieved particular success in operationalizing its National Higher Education and Workforce Initiative (HEWI) through regional initiatives in data science and analytics (DSA). Leveraging its membership of corporate CEOs, university presidents and government agency leaders, BHEF seeded new undergraduate pathways in DSA at Case Western…

High Skills, High Wages. Washington's Comprehensive Plan for Workforce Training and Education.

ERIC Educational Resources Information Center

Washington State Workforce Training and Education Coordinating Board, Olympia.

This document is the 1996 update to a 1994 Comprehensive Plan for Workforce Training and Education in Washington State. The plan focuses on collective actions that public and private sector partners need to take to have the best work force development system in the nation. The plan details how jobs are increasingly demanding higher-level skills,…

Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Research Report. ETS RR-14-10

ERIC Educational Resources Information Center

Liu, Ou Lydia; Frankel, Lois; Roohr, Katrina Crotts

2014-01-01

Critical thinking is one of the most important skills deemed necessary for college graduates to become effective contributors in the global workforce. The first part of this article provides a comprehensive review of its definitions by major frameworks in higher education and the workforce, existing assessments and their psychometric qualities,…

Workforce Innovation and Opportunity Act: Information on Planned Changes to State Performance Reporting and Related Challenges. Report to Congressional Committees. GAO-16-287

ERIC Educational Resources Information Center

US Government Accountability Office, 2016

2016-01-01

Enacted in 2014, the Workforce Innovation and Opportunity Act (WIOA) brought numerous changes to existing federal employment and training programs, including requiring the Department of Labor (DOL) and the Department of Education (Education) to implement a common performance accountability system across the six WIOA-designated core programs. WIOA…

The Future of the U.S. Workforce: Middle Skills Jobs and the Growing Importance of Postsecondary Education

ERIC Educational Resources Information Center

Achieve, Inc., 2012

2012-01-01

The U.S. workforce has undergone significant changes in the past few decades. Increasingly sophisticated technology, changes in the structure of the economy and the growing global marketplace have resulted in employers putting a higher premium than ever on educated workers. Much has been said about the importance of increasing the labor supply for…

Workforce Information: A Critical Component of Coordinated State Early Care and Education Data Systems. Policy Brief

ERIC Educational Resources Information Center

Kipnis, Fran; Whitebook, Marcy

2011-01-01

The Center for the Study of Child Care Employment (CSCCE) receives support from the Birth to Five Policy Alliance and the David and Lucile Packard Foundation to assist states with early care and education (ECE) workforce systems development. Their efforts include membership in the Early Childhood Data Collaborative (ECDC), and their participation…

Building the Workforce Our Youngest Children Deserve. Social Policy Report. Volume 26, Number 1

ERIC Educational Resources Information Center

Rhodes, Holly; Huston, Aletha

2012-01-01

Adults who provide early care and education are critical for the healthy development and well-being of young children. Although many people in the early childhood care and education (ECCE) workforce are skilled and dedicated, their ability to provide high quality experiences for children is hampered by a lack of shared purpose and identity,…

Balancing Quality Early Education and Parents' Workforce Success: Insights from the Urban Institute's Assessment of the Massachusetts Subsidized Child Care System. Research Report

ERIC Educational Resources Information Center

Adams, Gina; Katz, Michael

2015-01-01

This report examines the Massachusetts child care subsidy system's balance between providing quality early childhood education and providing workforce support for parents. It is based on qualitative and quantitative data and findings from several studies conducted as part of a legislatively mandated assessment of the Massachusetts subsidized child…

Managers' and Teachers' Perspectives of Dyslexic Teachers in the English and Finnish Further Education Workforce: New Insights from Organisational Routines

ERIC Educational Resources Information Center

Thorpe, Anthony; Burns, Eila

2016-01-01

This article explores the topic of diversity in the teaching workforce though the enactment of policy concentrating on teachers with dyslexia within the Further/Vocational Education and Training sectors of England and Finland. Two research projects from Finland and England focusing, respectively, on individual teachers' perspectives and managers'…

Successful Transitions to Higher Education: A look at Maine's College Transitions Initiative

ERIC Educational Resources Information Center

Ruff, Lois A.

2011-01-01

The Maine Center for Workforce Research and Information's website reports a 36% loss of jobs in the manufacturing sector from 2000 to 2010 (over 28,500 jobs). Increasingly, employers are requiring a more educated workforce. With only 25% of Maine's population holding a bachelor's degree, Maine lags behind the rest of New England (at 35%),…

Perspectives on Adult Education, Human Resource Development, and the Emergence of Workforce Development

ERIC Educational Resources Information Center

Jacobs, Ronald L.

2014-01-01

This article presents a perspective on the relationship between adult education and human resource development of the past two decades and the subsequent emergence of workforce development. The lesson taken from the article should be more than simply a recounting of events related to these fields of study. Instead, the more general lesson may be…

Making the "Third Stream", Mainstream: Facilitating Effective Higher Education-Employer Engagement in Workforce Development

ERIC Educational Resources Information Center

Petrov, Georgy; Southall, Jane; Bolden, Richard

2016-01-01

In the past decade successive UK governments have placed a strong emphasis on, and renewed interest in, the role of higher education in skills development. In the light of recent skills policy developments in England and drawing upon the findings of an empirical qualitative study of specific workforce development initiatives and previous research,…

An analysis of United States K-12 stem education versus STEM workforce at the dawn of the digital revolution

NASA Astrophysics Data System (ADS)

Cataldo, Franca

The world is at the dawn of a third industrial revolution, the digital revolution, that brings great changes the world over. Today, computing devices, the Internet, and the World Wide Web are vital technology tools that affect every aspect of everyday life and success. While computing technologies offer enormous benefits, there are equally enormous safety and security risks that have been growing exponentially since they became widely available to the public in 1994. Cybercriminals are increasingly implementing sophisticated and serious hack attacks and breaches upon our nation's government, financial institutions, organizations, communities, and private citizens. There is a great need for computer scientists to carry America's innovation and economic growth forward and for cybersecurity professionals to keep our nation safe from criminal hacking. In this digital age, computer science and cybersecurity are essential foundational ingredients of technological innovation, economic growth, and cybersecurity that span all industries. Yet, America's K-12 education institutions are not teaching the computer science and cybersecurity skills required to produce a technologically-savvy 21st century workforce. Education is the key to preparing students to enter the workforce and, therefore, American K-12 STEM education must be reformed to accommodate the teachings required in the digital age. Keywords: Cybersecurity Education, Cybersecurity Education Initiatives, Computer Science Education, Computer Science Education Initiatives, 21 st Century K-12 STEM Education Reform, 21st Century Digital Literacies, High-Tech Innovative Problem-Solving Skills, 21st Century Digital Workforce, Standardized Testing, Foreign Language and Culture Studies, Utica College, Professor Chris Riddell.

The Role of Character Education in America's Schools. Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, Second Session (Washington, DC, March 1, 2000).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

This publication covers the hearing held on March 1, 2000, in Washington, DC, before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce of the House of Representatives on the role of character education in U.S. schools. The publication contains the following: "Statement of Mr. Michael N.…

H.R. 1992, the Internet Equity and Education Act of 2001. Hearing before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, First Session (June 20, 2001).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

The Subcommittee on 21st Century Competitiveness, Committee on Education and the Workforce, U.S. House of Representatives met at 10:33 a.m. on Wednesday, June 20, 2001, in Room 2175, Rayburn House Office Building to hear testimony on H.R. 1992, the Internet Equity and Education Act of 2001. Chairman of the Subcommittee, Hon. Howard P.…

Teacher Training. Over $1.5 Billion Federal Funds Invested in Many Programs. Statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division. Testimony before the Subcommittee on Postsecondary Education, Training and Life-Long Learning, Committee on Education and the Workforce, House of Representatives.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

The testimony highlights: (1) the number of agencies and programs they administer that support teacher training, along with general characteristics of these programs and (2) funding provided by these programs. The testimony addresses challenges posed by the number and diversity of programs in determining whether they are achieving desired…

The value of workforce data in shaping nursing workforce policy: A case study from North Carolina.

PubMed

Fraher, Erin P

In 2015, the Institute of Medicine's Committee for Assessing Progress on Implementing the Future of Nursing recommendations noted that little progress has been made in building the data infrastructure needed to support nursing workforce policy. This article outlines a case study from North Carolina to demonstrate the value of collecting, analyzing, and disseminating state-level workforce data. Data were derived from licensure renewal information gathered by the North Carolina Board of Nursing and housed at the North Carolina Health Professions Data System at the University of North Carolina at Chapel Hill. State-level licensure data can be used to inform discussions about access to care, evaluate progress on increasing the number of baccalaureate nurses, monitor how well the ethnic and racial diversity in the nursing workforce match the population, and investigate the educational and career trajectories of licensed practical nurses and registered nurses. At the core of the IOM's recommendations is an assumption that we will be able to measure progress toward a "Future of Nursing" in which 80% of the nursing workforce has a BSN or higher, the racial and ethnic diversity of the workforce matches that of the population, and nurses currently employed in the workforce are increasing their education levels through lifelong learning. Without data, we will not know how fast we are reaching these goals or even when we have attained them. This article provides concrete examples of how a state can use licensure data to inform nursing workforce policy. Copyright © 2016 Elsevier Inc. All rights reserved.

Improving skills and care standards in the support workforce for older people: a realist synthesis of workforce development interventions

PubMed Central

Williams, L; Rycroft-Malone, J; Burton, C R; Edwards, S; Fisher, D; Hall, B; McCormack, B; Nutley, S M; Seddon, D; Williams, R

2016-01-01

Objectives This evidence review was conducted to understand how and why workforce development interventions can improve the skills and care standards of support workers in older people's services. Design Following recognised realist synthesis principles, the review was completed by (1) development of an initial programme theory; (2) retrieval, review and synthesis of evidence relating to interventions designed to develop the support workforce; (3) ‘testing out’ the synthesis findings to refine the programme theories, and establish their practical relevance/potential for implementation through stakeholder interviews; and (4) forming actionable recommendations. Participants Stakeholders who represented services, commissioners and older people were involved in workshops in an advisory capacity, and 10 participants were interviewed during the theory refinement process. Results Eight context–mechanism–outcome (CMO) configurations were identified which cumulatively comprise a new programme theory about ‘what works’ to support workforce development in older people's services. The CMOs indicate that the design and delivery of workforce development includes how to make it real to the work of those delivering support to older people; the individual support worker's personal starting points and expectations of the role; how to tap into support workers' motivations; the use of incentivisation; joining things up around workforce development; getting the right mix of people engaged in the design and delivery of workforce development programmes/interventions; taking a planned approach to workforce development, and the ways in which components of interventions reinforce one another, increasing the potential for impacts to embed and spread across organisations. Conclusions It is important to take a tailored approach to the design and delivery of workforce development that is mindful of the needs of older people, support workers, health and social care services and the employing organisations within which workforce development operates. Workforce development interventions need to balance the technical, professional and emotional aspects of care. Trial registration number CRD42013006283. PMID:27566640

Leveraging Community Colleges in the Workforce Innovation and Opportunity Act: A Blueprint for State Policymakers. State-Federal Partnerships in Postsecondary Education

ERIC Educational Resources Information Center

Campbell, Colleen; Love, Ivy

2016-01-01

The Workforce Innovation and Opportunity Act (WIOA) of 2014 offers multiple opportunities to align the workforce development efforts of these stakeholders through structural measures and targeted support. In this paper, the authors examine ways that WIOA can influence a state's job training environment and highlight the crucial role of community…

Graduate Physics Education Adding Industrial Culture and Methods to a Traditional Graduate Physics Department

NASA Astrophysics Data System (ADS)

Vickers, Ken

2005-03-01

The education and training of the workforce needed to assure global competitiveness of American industry in high technology areas, along with the proper role of various disciplines in that educational process, is currently being re-examined. Several academic areas in science and engineering have reported results from such studies that revealed several broad themes of educational need that span and cross the boundaries of science and engineering. They included greater attention to and the development of team-building skills, personal or interactive skills, creative ability, and a business or entrepreneurial where-with-all. We will report in this paper the results of a fall 2000 Department of Education FIPSE grant to implement changes in its graduate physics program to address these issues. The proposal goal was to produce next-generation physics graduate students that are trained to evaluate and overcome complex technical problems by their participation in courses emphasizing the commercialization of technology research. To produce next-generation physics graduates who have learned to work with their student colleagues for their mutual success in an industrial-like group setting. And finally, to produce graduates who can lead interdisciplinary groups in solving complex problems in their career field.

Casualisation of the teaching workforce: implications for nursing education.

PubMed

Halcomb, Elizabeth J; Andrew, Sharon; Peters, Kath; Salamonson, Yenna; Jackson, Debra

2010-08-01

Internationally, nursing faculty shortages have been reported and there is a potential for them to worsen into the next decade as existing faculty age. To, in part, address this issue, across disciplines there is clearly an international trend towards the increasing casualisation of the higher education workforce. Despite the potential impact of this two-tiered workforce structure, there has been limited examination of the discipline specific issues related to the employment of a growing number of sessional nursing staff. This paper provides a critical review of the literature related to the employment of sessional teachers in higher education. The paper advances the discourse around the role and implications of employing sessional teachers in undergraduate nursing schools. Recommendations for supporting sessional staff and further research are presented. Copyright 2009 Elsevier Ltd. All rights reserved.

Proposed IDEA Regulations. Joint Hearing of the Committee on Labor and Human Resources, United States Senate, and the Committee on Education and the Workforce, House of Representatives, on Examining the Department of Education's Development of the Regulations Necessary To Implement the Individuals with Disabilities Education Act Amendments of 1997 (Public Law 105-17). One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This is a transcript from a Joint Hearing of the U.S. Senate Committee on Labor and Human Resources and the U.S. House of Representatives Committee on Education and the Workforce that addresses the U.S. Department of Education's development of regulations necessary to implement the Individuals with Disabilities Education Act (IDEA) Amendments of…

Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature

PubMed Central

Surr, Claire A.; Gates, Cara; Irving, Donna; Oyebode, Jan; Smith, Sarah Jane; Parveen, Sahdia; Drury, Michelle; Dennison, Alison

2017-01-01

Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick’s return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants’ role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education. PMID:28989194

Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature.

PubMed

Surr, Claire A; Gates, Cara; Irving, Donna; Oyebode, Jan; Smith, Sarah Jane; Parveen, Sahdia; Drury, Michelle; Dennison, Alison

2017-10-01

Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick's return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants' role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education.

Addressing Children's Oral Health in the New Millennium: Trends in the Dental Workforce

PubMed Central

Mertz, Elizabeth; Mouradian, Wendy

2009-01-01

The Surgeon General's Report on Oral Health (SGROH) and the Call to Action to Promote Oral Health outlined the need to increase the diversity, capacity and flexibility of the dental workforce to reduce oral health disparities. This paper provides an update on dental workforce trends since the SGROH in the context of children's oral health needs. Major challenges remain to ensure a workforce that is adequate to address the needs of all children. The dentist to population ratio is declining, while mal-distribution of dentists continues for rural and underserved communities. The diversity of the dental workforce has only improved slightly, while the diversity of the pediatric population has increased substantially. More pediatric dentists have been trained, and dental educational programs are preparing students for practice in underserved areas, but the impact of these efforts on underserved children is uncertain. Other workforce developments with the potential to improve children's oral health include: enhanced training in children's oral health for general dentists; expanded scope of practice for allied dental health professionals; new dental practitioners including the dental health aid therapist; and increased engagement of pediatricians and other medical practitioners in children's oral health. The evidence for increasing caries experience in young children points to the need for continued efforts to bolster the oral health workforce. However, workforce strategies alone will not be sufficient to change this situation. Requisite policy changes, educational efforts and strong partnerships with communities will be needed to effect substantive changes in children's oral health. PMID:19854121

Addressing children's oral health in the new millennium: trends in the dental workforce.

PubMed

Mertz, Elizabeth; Mouradian, Wendy E

2009-01-01

Oral Health in America: A Report of the Surgeon General (SGROH) and National Call to Action to Promote Oral Health outlined the need to increase the diversity, capacity, and flexibility of the dental workforce to reduce oral health disparities. This paper provides an update on dental workforce trends since the SGROH in the context of children's oral health needs. Major challenges remain to ensure a workforce that is adequate to address the needs of all children. The dentist-to-population ratio is declining while shortages of dentists continue in rural and underserved communities. The diversity of the dental workforce has only improved slightly, and the the diversity of the pediatric population has increased substantially. More pediatric dentists have been trained, and dental educational programs are preparing students for practice in underserved areas, but the impact of these efforts on underserved children is uncertain. Other workforce developments with the potential to improve children's oral health include enhanced training in children's oral health for general dentists, expanded scope of practice for allied dental health professionals, new dental practitioners including the dental health aid therapist, and increased engagement of pediatricians and other medical practitioners in children's oral health. The evidence for increasing caries experience in young children points to the need for continued efforts to bolster the oral health workforce. However, workforce strategies alone will not be sufficient to change this situation. Requisite policy changes, educational efforts, and strong partnerships with communities will be needed to effect substantive changes in children's oral health.

Health Education England, Local Education and Training Boards (LETBs) and reform of healthcare education: implications for surgical training.

PubMed

Wild, Jonathan R L; Fitzgerald, J Edward F; Beamish, Andrew J

2015-01-15

National Health Service (NHS) reforms have changed the structure of postgraduate healthcare education and training. With a Government mandate that promotes multi-professional education and training aligned with policy driven initiatives, this article highlights concerns over the impact that these changes may have on surgical training. The creation of Health Education England (HEE) and its local education and training boards (LETBs), which are dominated by NHS healthcare providers, should result in greater accountability of employers in workforce planning, enhanced local responsibility and increased transparency of funding allocation. However, these changes may also create a potential poacher-turned-gamekeeper role of employers, who now have responsibility for junior doctors' training. Analysis of LETB membership reveals a dearth of representation of surgeons, who comprise only 2% of board members, with the input of trainees also seemingly overlooked. A lack of engagement with the LETBs by the independent sector is a concern with increasing numbers of training opportunities potentially being lost as a result.The new system also needs to recognise the specific training needs required by the craft specialties given the demands of technical skill acquisition, in particular regarding the provision of simulation training facilities and trainer recognition. However, training budget cuts may result in a disproportionate reduction of funding for surgical training. Surgical training posts will also be endangered, opportunities for out-of-programme experience and research may also decline and further costs are likely to be passed onto the trainee. Although there are several facets to the recent reforms of the healthcare education and training system that have potential to improve surgical training, concerns need to be addressed. Engagement from the independent sector and further clarification on how the LETBs will be aligned with commissioning services are also required. Surgical training is in danger of taking a back seat to Government mandated priorities. Representation of trainees and surgeons on LETB committees is essential to ensure a surgical viewpoint so that the training needs of the future consultant workforce meet the demands of a 21st century health service.

Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce.

PubMed

Martyn, Julie-Anne; Scott, Jackie; van der Westhuyzen, Jasper H; Spanhake, Dale; Zanella, Sally; Martin, April; Newby, Ruth

2018-06-12

Objective. Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods. A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI. Results. The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion. ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce. What is known about the topic? Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE. What does this paper add? Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education. What are the implications for practitioners? Regional healthcare workers' CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other's roles. Enriching communication between local health workers has the potential to enhance patient care.

Preparing the 21st Century Workforce: Strengthening and Improving K-12 and Undergraduate Science, Math, and Engineering Education. Field Hearing Before the Subcommittee on Research, Committee on Science, House of Representatives, 107th Congress, First Session (April 22, 2002).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House.

The hearing reported in this document focuses on K-12 and undergraduate science, mathematics, and engineering education and the improvement of the educational system to prepare the 21st century workforce. The report includes statements from Ms. Narvella R. West, Executive Director for Science, Dallas Independent School District; Dr. Geoffrey C.…

Creating opportunities for training California's public health workforce.

PubMed

Demers, Anne L; Mamary, Edward; Ebin, Vicki J

2011-01-01

Today there are significant challenges to public health, and effective responses to them will require complex approaches and strategies implemented by a qualified workforce. An adequately prepared workforce requires long-term development; however, local health departments have limited financial and staff resources. Schools and programs accredited by the Council for Education on Public Health (CEPH) are required to provide continuing education but are constrained by the lack of resources, limited time, and geography. To meet these challenges, a statewide university/community collaborative model for delivering continuing education programs was developed. A needs assessment of California's public health workforce was conducted to identify areas of interest, and two continuing education trainings were developed and implemented using innovative distance education technology. Thirty-six percent of the participants completed electronic evaluations of learning outcomes and use of the digital technology platform. Participants indicated a significant increase in knowledge, reported that the trainings were cost effective and convenient, and said that they would participate in future online trainings. Collaborative partners found that this model provides a cost-effective, environmentally sound, and institutionally sustainable method for providing continuing education to public health professionals. Offering continuing education via distance technology requires substantial institutional infrastructure and resources that are often beyond what many public institutions can provide alone. This project provides a model for collaborating with community partners to provide trainings, using a digital technology platform that requires minimal training and allows presenters and participants to log on from anywhere there is Internet access. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Survey on workforce retention and attrition

NASA Astrophysics Data System (ADS)

Showstack, Randy

2013-03-01

The Society of Petroleum Engineers (SPE) is conducting a survey to gather information on why technical professionals change jobs or quit working. The survey, prompted by concern about the retention of skilled workers, aims to provide information to employers that can assist them in addressing practices that can lead to significant workforce attrition. To participate in the survey, which is open to everyone (including those who are not SPE members), go to http://research.spe.org/se.ashx?s=705E3F1335720258 through 15 May 2013. For more information, contact speresearch@spe.org.

Evidence-informed primary health care workforce policy: are we asking the right questions?

PubMed

Naccarella, Lucio; Buchan, Jim; Brooks, Peter

2010-01-01

Australia is facing a primary health care workforce shortage. To inform primary health care (PHC) workforce policy reforms, reflection is required on ways to strengthen the evidence base and its uptake into policy making. In 2008 the Australian Primary Health Care Research Institute funded the Australian Health Workforce Institute to host Professor James Buchan, Queen Margaret University, UK, an expert in health services policy research and health workforce planning. Professor Buchan's visit enabled over forty Australian PHC workforce mid-career and senior researchers and policy stakeholders to be involved in roundtable policy dialogue on issues influencing PHC workforce policy making. Six key thematic questions emerged. (1) What makes PHC workforce planning different? (2) Why does the PHC workforce need to be viewed in a global context? (3) What is the capacity of PHC workforce research? (4) What policy levers exist for PHC workforce planning? (5) What principles can guide PHC workforce planning? (6) What incentives exist to optimise the use of evidence in policy making? The emerging themes need to be discussed within the context of current PHC workforce policy reforms, which are focussed on increasing workforce supply (via education/training programs), changing the skill mix and extending the roles of health workers to meet patient needs. With the Australian government seeking to reform and strengthen the PHC workforce, key questions remain about ways to strengthen the PHC workforce evidence base and its uptake into PHC workforce policy making.

Masters Study in Advanced Energy and Fuels Management

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mondal, Kanchan

2014-12-08

There are currently three key drivers for the US energy sector a) increasing energy demand and b) environmental stewardship in energy production for sustainability and c) general public and governmental desire for domestic resources. These drivers are also true for energy nation globally. As a result, this sector is rapidly diversifying to alternate sources that would supplement or replace fossil fuels. These changes have created a need for a highly trained workforce with a the understanding of both conventional and emerging energy resources and technology to lead and facilitate the reinvention of the US energy production, rational deployment of alternatemore » energy technologies based on scientific and business criteria while invigorating the overall economy. In addition, the current trends focus on the the need of Science, Technology, Engineering and Math (STEM) graduate education to move beyond academia and be more responsive to the workforce needs of businesses and the industry. The SIUC PSM in Advanced Energy and Fuels Management (AEFM) program was developed in response to the industries stated need for employees who combine technical competencies and workforce skills similar to all PSM degree programs. The SIUC AEFM program was designed to provide the STEM graduates with advanced technical training in energy resources and technology while simultaneously equipping them with the business management skills required by professional employers in the energy sector. Technical training include core skills in energy resources, technology and management for both conventional and emerging energy technologies. Business skills training include financial, personnel and project management. A capstone internship is also built into the program to train students such that they are acclimatized to the real world scenarios in research laboratories, in energy companies and in government agencies. The current curriculum in the SIUC AEFM will help fill the need for training both recent graduates seeking specialized training prior to entering the energy industry workforce as well as working professionals in the energy industry who require additional training and qualifications for further career advancement. It is expected that the students graduating from the program will be stewards of effective, sustainable and environmentally sound use of these resources to ensure energy independence and meet the growing demands.The application of this Professional Science Masters’ (PSM) program is in the fast evolving Fuels Arena. The PSM AEFM is intended to be a terminal degree which will prepare the graduates for interdisciplinary careers in team-oriented environment. The curriculum for this program was developed in concert with industry to dovetail with current and future demands based on analysis and needs. The primary objective of the project was to exploit the in house resources such as existing curriculum and faculty strengths and develop a curriculum with consultations with industry to meet current and future demands. Additional objectives was to develop courses specific to the degree and to provide the students with a set of business skills in finance accounting and sustainable project management.« less

Educational Policies for Integrating College Competencies and Workforce Needs: Cases from Brazil, Mongolia, Ukraine, and the United States. Issue Brief

ERIC Educational Resources Information Center

Bastedo, Michael; Batkhuyag, Batjargal; Prates, Eufrasio; Prytula, Yaroslav

2009-01-01

In the past decade, the role of higher education in workforce development has emerged as a key issue around the world. Leading authorities inside and outside of government have begun questioning whether colleges and universities are preparing graduates with the competencies and skills necessary to compete in a dynamic global economy. As part of a…

Forging Strategic Business Partnerships to Develop the 21st Century Workforce: A Case Study of the University of Houston's Undergraduate Petroleum Engineering Program

ERIC Educational Resources Information Center

Business-Higher Education Forum, 2013

2013-01-01

The Business-Higher Education Forum (BHEF) is committed to aligning education and the workforce to create the talent and capacity for innovation necessary to keep regions, states, and the nation economically competitive. As part of that work, BHEF strives to analyze the factors that contribute to effective business and higher education…

The Power of Technology to Transform Adult Learning: Expanding Access to Adult Education & Workforce Skills through Distance Learning

ERIC Educational Resources Information Center

McCain, Mary L.

2009-01-01

There is a highly compelling case for using technology on a large scale to increase access to and improve America's adult education and workforce skills enterprise. By the reckoning of the National Commission on Adult Literacy and others, the nation must reach many more millions of adults with effective college- and job-readiness skills programs…

When the Stakes Are High, Can We Rely on Value-Added? Exploring the Use of Value-Added Models to Inform Teacher Workforce Decisions

ERIC Educational Resources Information Center

Goldhaber, Dan

2010-01-01

The formula is simple: Highly effective teachers equal student academic success. Yet, the physics of American education is anything but. Thus, the question facing education reformers is how can teacher effectiveness be accurately measured in order to improve the teacher workforce? Given the demand for objective, quantitative measures of teacher…

The Relationship between Subsidized Free Day Secondary Education and Retention in Secondary Schools in Kenya

ERIC Educational Resources Information Center

James, Asena Muganda; Simiyu, Aggrey Mukasa; Riechi, Andrew

2016-01-01

A workforce that can adapt to the fast changing global dynamics is critical for sustainable growth and development. Secondary level segment in the education cycle of a Kenyan plays a key role in the development of this workforce and is important since it de-links one from elementary (primary) learning, provides a chance for one to complete the…

A public health training center experience: professional continuing education at schools of public health.

PubMed

Potter, Margaret A; Fertman, Carl I; Eggleston, Molly M; Holtzhauer, Frank; Pearsol, Joanne

2008-01-01

The Public Health Training Center (PHTC) national program was first established at accredited schools of public health in 2000. The PHTC program used the US Health Resources and Services Administration's grants to build workforce development programs, attracting schools as training providers and the workforce as training clients. This article is a reflection on the experience of two schools, whose partnership supported one of the PHTCs, for the purpose of opening a conversation about the future of continuing education throughout schools and degree programs of public health. This partnership, the Pennsylvania & Ohio Public Health Training Center (POPHTC), concentrated its funding on more intensive training of public healthcare workers through a relatively narrow inventory of courses that were delivered typically in-person rather than by distance-learning technologies. This approach responded to the assessed needs and preferences of the POPHTC's workforce population. POPHTC's experience may not be typical among the PHTCs nationally, but the collective experience of all PHTCs is instructive to schools of public health as they work to meet an increasing demand for continuing education from the public health workforce.

Is the US Workforce Prepared to Thrive in the Past or in the Future?

ERIC Educational Resources Information Center

Burrus, Daniel

2014-01-01

Past education focused on the three Rs (reading, 'riting and 'rithmetic), but these no longer give humans an edge over advanced computers and automation systems. This is why we need to understand where the future is heading and better prepare both our current workforce as well as the future workforce for tomorrow's job market. Of…

The National Wind Energy Skills Assessment and Preparing for the Future Wind Workforce; NREL (National Renewable Energy Laboratory)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Tegen, Suzanne

2015-07-10

A robust workforce is essential to growing domestic wind manufacturing capabilities. This presentation provides an overview of an NREL analysis of wind-focused education at American colleges and universities. The second part of the presentation discusses DOE/NREL workforce-related projects, such as the Wind Career Map, the Collegiate Wind Competition, and the Wind for Schools project.

Workforce 2001--Can We Cope? The Coming Crisis in Business Education.

ERIC Educational Resources Information Center

Bronner, Michael

1991-01-01

Traditional business education no longer exists. Today's business educator must provide education for business with education about business, through publicity, partnerships, and professionalism. (JOW)

Exploring the links between macro-level contextual factors and their influence on nursing workforce composition.

PubMed

Squires, Allison; Beltrán-Sánchez, Hiram

2011-11-01

Research that links macro-level socioeconomic development variables to health care human resources workforce composition is scarce at best. The purpose of this study was to explore the links between nonnursing factors and nursing workforce composition through a secondary, descriptive analysis of year 2000, publicly available national nursing human resources data from Mexico. Building on previous research, the authors conducted multiple robust regression analysis by federal typing of nursing human resources from 31 Mexican states against macro-level socioeconomic development variables. Average education in a state was significantly associated in predicting all types of formally educated nurses in Mexico. Other results suggest that macro-level indicators have a different association with each type of nurse. Context may play a greater role in determining nursing workforce composition than previously thought. Further studies may help to explain differences both within and between countries.

Exploring the Links Between Macro-Level Contextual Factors and Their Influence on Nursing Workforce Composition

PubMed Central

Squires, Allison; Beltrán-Sánchez, Hiram

2012-01-01

Research that links macro-level socioeconomic development variables to healthcare human resources workforce composition is scarce at best. The purpose of this study was to explore the links between non-nursing factors and nursing workforce composition through a secondary, descriptive analysis of year 2000, publicly available national nursing human resources data from Mexico. Building on previous research, the authors conducted multiple robust regression analysis by federal typing of nursing human resources from 31 Mexican states against macro-level socioeconomic development variables. Average education in a state was significantly associated in predicting all types of formally educated nurses in Mexico. Other results suggest that macro level indicators have a different association with each type of nurse. Context may play a greater role in determining nursing workforce composition than previously thought. Further studies may help to explain differences both within and between countries. PMID:22513839

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA Technical Reports Server (NTRS)

Schlee, Keith; Chatman, Yadira; Ristow, James; Gangadharan, Sathya; Sudermann, James; Walker, Charles

2007-01-01

NASA's educational programs benefit students while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields, while the Cooperative Education program allows undergraduate and graduate students the chance to gain work experience in the field. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identiFy the parameters that will predict the response fairly accurately during the initial stages of design. NASA's Cooperative Education Program trains the next wave of new hires while allowing graduate and undergraduate college students to gain valuable "real-world" work experience. It gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a paper resume, while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. In addition, graduate students serve as mentors for undergrad students and provide a unique learning environment. Providing students with a unique opportunity to work on "real-world" aerospace problems ultimately reinforces their problem solving abilities and their communication skills (in terms of interviewing, resume writing, technical writing, presentation, and peer review) that are vital for the workforce to succeed.

Paving Pathways: shaping the Public Health workforce through tertiary education.

PubMed

Bennett, Catherine M; Lilley, Kathleen; Yeatman, Heather; Parker, Elizabeth; Geelhoed, Elizabeth; Hanna, Elizabeth G; Robinson, Priscilla

2010-01-03

Public health educational pathways in Australia have traditionally been the province of Universities, with the Master of Public Health (MPH) recognised as the flagship professional entry program. Public health education also occurs within the fellowship training of the Faculty of Public Health Medicine, but within Australia this remains confined to medical graduates. In recent years, however, we have seen a proliferation of undergraduate degrees as well as an increasing public health presence in the Vocational Education and Training (VET) sector.Following the 2007 Australian Federal election, the new Labour government brought with it a refreshing commitment to a more inclusive and strategic style of government. An important example of this was the 2020 visioning process that identified key issues of public health concern, including an acknowledgment that it was unacceptable to allocate less than 2% of the health budget towards disease prevention. This led to the recommendation for the establishment of a national preventive health agency (Australia: the healthiest country by 2020 National Preventative Health Strategy, Prepared by the Preventative Health Taskforce 2009).The focus on disease prevention places a spotlight on the workforce that will be required to deliver the new investment in health prevention, and also on the role of public health education in developing and upskilling the workforce. It is therefore timely to reflect on trends, challenges and opportunities from a tertiary sector perspective. Is it more desirable to focus education efforts on selected lead issues such as the "obesity epidemic", climate change, Indigenous health and so on, or on the underlying theory and skills that build a flexible workforce capable of responding to a range of health challenges? Or should we aspire to both?This paper presents some of the key discussion points from 2008 - 2009 of the Public Health Educational Pathways workshops and working group of the Australian Network of Public Health Institutions. We highlight some of the competing tensions in public health tertiary education, their impact on public health training programs, and the educational pathways that are needed to grow, shape and prepare the public health workforce for future challenges.

The pediatric orthopaedics workforce demands, needs, and resources.

PubMed

Schwend, Richard M

2009-01-01

The Pediatric Orthopaedic Society of North America Practice Management Committee evaluated current and future pediatric orthopaedic workforce needs. The resulting informational article summarizes its findings and makes recommendations for improvement of our workforce. Whereas policy decisions are often in the hands of the government with its emphasis on access and cost containment, the area that we can control, the quality of our workforce should be our primary effort. Specific recommendations include the prospective collection of accurate workforce data, increasing the interest of residents and students to enter our specialty, assisting members to improve practice efficiencies and assuming leadership in the musculoskeletal education of our primary care colleagues. We expect that by improving our workforce and professional work environment, we can make a difference for our young patients and for the society.

The views and experiences of female GPs on professional practice and career support.

PubMed

Wedderburn, Clare; Scallan, Samantha; Whittle, Clare; Curtis, Anthony

2013-09-01

National GP demographic data demonstrate an increasing 'feminisation' of the workforce. With female GP specialty trainees continuing to outnumber males, this trend is set to continue. The changing composition of the workforce presents challenges in terms of how best to support the long-term career and educational development needs of this sector of the workforce in an evolving healthcare context. The aim of this work was to capture female GPs' experiences of working in general practice and their expectations concerning their career and educational development. Participants were surveyed and completed a semi-structured questionnaire, which generated qualitative and quantitative data. The sample comprised GP registrars, principals and sessionals. This study has generated an important dataset on working patterns, educational experiences and long-term career intentions of female GPs. Despite increased representation in the GP workforce, female GPs (particularly those with young children) appear less likely to be involved in education and training than their male counterparts, and even less likely to be involved in roles linked to primary care trusts, medico-political issues, hospital service delivery, special clinical interests or deanery education management. younger GPs reported significantly more difficulties in managing their childcare needs than older colleagues. Marital status, number of children and employment status did not moderate the effect of these difficulties. Female GPs reported working more hours with increasing age, but were not necessarily represented in a range of educational and/or training posts as a consequence.

Hunter New England Training (HNET): how to effect culture change in a psychiatry medical workforce.

PubMed

Cohen, Martin; Llewellyn, Anthony; Ditton-Phare, Philippa; Sandhu, Harsimrat; Vamos, Marina

2011-12-01

It is now recognized that education and training are at the core of quality systems in health care. In this paper we discuss the processes and drivers that underpinned the development of high quality education and training programs and placements for all junior doctors. The early identification and development of doctors interested in psychiatry as a career, engagement and co-operation with the broader junior doctor network and the creation of teaching opportunities for trainees that was linked to their stage of development were identified as key to the success of the program. Targeted, high quality education programs and clinical placements coupled with strategic development of workforce has reduced staff turn over, led to the stabilization of the medical workforce and created a culture where learning and supervision are highly valued.