The new report details future employment hot spots in transportation by industry subsectors, occupations, career areas, and geographic areas. It also identifies good-paying, high-demand transportation jobs and analyzes patterns in the education and work experience required for entry –as well as on-the-job training requirements to help new entrants gain greater competency.
The report concludes that there will be more job opportunities in the near future due to expected growth, retirements, and turnover in the transportation industry. Each year, the U.S. Department of Transportation provides over $51 billion in surface transportation construction funding to build and maintain our Nation’s highways, bridges, and public transportation systems. For every $1 billion in transportation infrastructure investments, 13,000 jobs are projected to be created over the next decade.
But those opportunities won’t fill themselves. Employers will need to hire and train a total of 4.6 million new workers; that’s 1.2 times the current transportation workforce. As U.S. Secretary of Transportation Anthony Foxx said, “Industry and government must increase recruitment and help young people get the skills, training, and apprenticeships they need to gain entry into these careers.”
Recruiting and training new and current workers responsible for the operation, maintenance, and construction of America’s transportation infrastructure will be critical to maintaining a system that meets the economic and security needs of a growing American population.
“Ensuring that America continues to lead the way in the global economy means not only investing in the physical infrastructure that allows us to move goods and keep up with global demand, but also the skills infrastructure to support this growing workforce,” said U.S. Secretary of Labor Thomas E. Perez. “Through smart investments in apprenticeships and other work-based training programs, transportation jobs are helping millions of Americans punch their tickets to the middle class.”
While demand for transportation workers will vary by region, subsector, and occupation, these workforce changes will result in increased job opportunities for skilled and semi-skilled workers across the transportation sector.
“In today’s society, it is important that all of our students are well-equipped with the knowledge and skills to compete in a global economy,” said U.S. Secretary of Education Arne Duncan. “There are incredible opportunities for Americans in the transportation industry and the Department is fully committed to working with leaders in the industry to promote partnerships between education and workforce institutions in order to support training programs that will help our country succeed.”
Last Wednesday marked one year since the Workforce Innovation and Opportunity Act (WIOA) was signed into law by President Obama. OCTAE sent a special anniversary message to our State Directors. That message included a video from Secretaries Duncan and Perez who jointly commemorated the anniversary of WIOA’s passage. We wanted to share these messages with all of you.
Olivia Wood is a summer intern for the College and Career Transitions branch of the Division of Academic and Technical Education in the U.S. Department of Education's Office of Career, Technical, and Adult Education.
The Workforce Innovation Fund (WIF), launched in 2011, supports service delivery innovation at the systems level and promotes long-term improvements in the performance of the public workforce system, including strengthening evidence based program strategies through evaluation and the scaling of best practices. The 2015 WIF application heavily encourages workforce agencies to team up with at least two of the Workforce Innovation and Opportunity Act (WIOA) core program partners from among Wagner-Peyser Employment Service; the Adult Education and Family Literacy Act Program; and the Vocational Rehabilitation Program authorized under Title I of the Rehabilitation Act of 1973. Colleagues in the federally funded adult education community should consider leveraging this application to their benefit, including developing stronger and lasting partnerships with workforce investment boards (WIBs).
Earlier this month, the Department of Labor announced the availability of $34 million for the third round of grants that will support 6-8 grantees in the amounts of $3 to $6 million with the goal of coordinating and aligning resources across the federal government and with state and local partners. Interested parties should pursue one of the following strategies:
Enhance strategic collaboration and coordination of workforce development programs to align services with employer needs and local economic development activities and be more effective;
Strengthen the quality of services to individuals and employers at American Job Centers; and
Promote accountability, data-driven decision-making and customer choice.
Innovation like this already exists among our stakeholders. One such example, Silicon Valley’s Alliance for Language Learners’ Integration, Education, and Success (ALLIES), was highlighted by the Department in the February 2015 report, Making Skills Everyone’s Business. ALLIES boasts three workforce boards, 10 community colleges, three adult education schools, human services agencies, employers, community-based organizations, unions, and the San Mateo Hispanic Chamber of Commerce as members of a network that uses a collective impact approach to empower immigrants in the region by helping them access the appropriate services that will connect them to and help them advance in family-sustaining careers. The current WIF application will encourage more opportunities for cross-core program partnerships such as ALLIES.
Remarks by Vice President Biden at the March 24, 2015 Upskill Summit.
On April 24, the White House convened nearly 200 employers, labor leaders, foundations, non-profits, educators, workforce leaders and technologists who are answering the President’s call to action to join his Upskill Initiative, a new campaign to help workers of all ages and backgrounds earn a shot at better, higher-paying jobs. The Upskill Initiative is a public-private effort to create clear pathways for the over 20 million workers in front-line jobs who may too often lack the skills or opportunity to progress into higher-paying jobs, and realize their full potential.
Since the President’s call to action in January, the Upskill Initiative has already made significant progress with an initial set of partners and resources already on board:
Over 100 leading employers – representing more than 5 million workers – and 30 national and local labor unions answering the President’s call to action
Coalition of 10 national business networks partnering together to form Upskill America
New tools and resources for workers and employers
Last week’s White House Summit is just the beginning for the Upskill campaign. As the President and Vice President have highlighted, the Initiative’s success will require much more: Employers and labor leaders, philanthropists and tech innovators, educators and workforce leaders, and more committed to unlocking the potential of every American worker.
What is adult education’s role in the Upskill Initiative?
“We must close the equity gap for immigrants, refugees, returning citizens, and all adults with disabilities.” – Dr. Brenda Dann-Messier
Rigoberto Alvarado left El Salvador in 1991 in search of a better life in the United States. He needed English and a job. With the help of friends and family, he found an English class at the Neighborhood Centers’ Oakland Adult and Career Education. He started learning English. He found a job he liked in the hospitality industry. But he quickly realized he needed more skills in order to advance, so he returned to Neighborhood Centers to learn about computers and computer applications. Through hard work and dedication to his education, Rigoberto advanced through the ranks to become banquet manager at the Waterfront Hotel in Jack London Square. He now hires and supervises many employees, manages costs and inventories, and strives to create a positive employee work environment. Rigoberto put himself on the path to the middle class.
As Rigoberto’s experience indicates, employment-focused literacy and numeracy, as well as job skills are critical to the prosperity and well-being of individuals. One third of the 36 million adults with low skills in our country are immigrants or refugees like Rigoberto but they have not yet had the opportunities he has had. Our current programs can only offer English language learning opportunities to about 678,000 adult English learners per year. Unless we create additional opportunities for them, these twelve million adults will have a harder time finding a well-paying job than their higher skilled peers.
Making Skills Everyone’s Business – which was released on February 24 – makes a commitment to closing the equity gap for immigrants and refugees and other adults with multiple barriers including adults with disabilities, returning citizens, homeless adults, and emancipated youth transitioning out of the foster care system. Closing the equity gap is one of the seven strategies included in this national call to transform adult learning.
Data from the Survey of Adult Skills support this strategy. For instance, adults with learning disabilities are twice as likely to have low skills but few programs are equipped to meet these adult learners’ unique needs. Twenty-six percent of adults at Level 1 and 9 percent of those below Level 1 reported a learning disability. The figure below, Figure 9 in the Making Skills Everyone’s Business report, demonstrates the challenge.
Percentage of U.S. adults ages 16–65 at each level of proficiency on the PIAAC literacy scale, by their responses to a question about whether they have ever been diagnosed or identified as having a learning disability
One subpopulation that requires our attention and commitment are older youth and adults in our correctional facilities. Data on the skills of the incarcerated and on returning citizens are forthcoming, as the National Center for Educations Statistics is completing data collection on a representative sample of institutionalized individuals. Conclusive data are available, however, that show that career-oriented education is one of the more effective interventions that contribute to significant reductions in recidivism according to a recent meta-analysis, Evaluating the Effectiveness of Correctional Education, conducted by the Rand Corporation. OCTAE’s expanding investments in adult and youth reentry education programs and the expanded provisions for corrections education in the Workforce Innovation and Opportunity Act are just the beginning. We need to work directly with employers to create pathways from prison to good jobs.
Partnerships with employers, employment and training agencies, agencies that can support wrap around support services, and integrated education and training programs that simultaneously provide skills remediation and postsecondary education and training are doable and can create real opportunities. But these partnerships and services demand more resources. In addition to demanding resources, we should have the political will to create more opportunities.
When I traveled all across the country gathering input for Making Skills Everyone’s Business, adult learners told me repeatedly that they are ready to take advantage of the opportunities to improve their skills. Let’s work together to make it happen.
Guest Author: Dr. Brenda Dann-Messier is the former Assistant Secretary for Career, Technical, and Adult Education at the U.S. Department of Education. Dann-Messier launched the national engagement process that resulted in Making Skills Everyone’s Business.
“This [work] is really about the future of the middle class.” That is how U.S. Secretary of Labor Perez framed the work of The Skills Working Group (Work Group), earlier this week. Secretary Perez brought Cabinet members together to talk about how the Administration can make sure that everyone has the skills they need to get a job or get ahead. Members of the Work Group identified priorities and projects to focus their joint work. They discussed how best to maintain a national focus on skills and maintain interagency collaboration on skills beyond 2016.
In November 2014, Perez launched the Work Group, an effort to keep the momentum of the Job-Driven Training Initiative. This initiative is making sure that youth and adults leaving our education and training programs have the skills businesses need. Thirteen federal agencies, the White House National Economic Council, and the Office of Management and Budget make up the Work Group including the departments of Labor, Education, Commerce, Health and Human Services, Agriculture, Housing and Urban Development, Veterans Affairs, Transportation, Energy, Defense, Justice, Interior, and the Social Security Administration. The Work Group coordinates activities across these various agencies.
Overview of Job-Driven Training Milestones:
Jan. 2014 State of the Union: President Obama announces Job-Driven Training initiative and asks Vice President Biden to lead a federal government wide review of job training programs.
Feb-Jun 2014 Job-Driven Training Review: White House and agencies develop job-driven checklist and review job-training programs across 13 agencies.
July 2014 Ready to Work Job Driven Training Initiative Report: White House releases job-driven training report with the results of the job-driven review and an action plan for moving forward, including:
Steps to make competitive and formula program more “job-driven”
Collaborative efforts across agencies to better align systems, braid funding, and enhance coordination
A call to action around long-term unemployment, upskilling, and tech hiring
Nov. 2014 Skills Working Group Launched: Launch of the interagency Skills Working Group in November 2014 to maintain focus and attention around interagency, collaborative efforts component of job-driven training initiative, as well as emerging opportunities around cross-agency skills coordination.
Dec. 2014 Sub-Committees Meet: Skills Working Group deputies establish sub-committees that met in December and over the holidays to develop initial project work plans.
Jan. 2015 State of the Union: President Obama acknowledges the success of Vice President Biden’s job-driven training initiative and highlights apprenticeship and upskilling.
Members presented the goals, objectives, activities, and expected outcomes developed by interagency work teams focused on four topics. Secretary Perez presented on apprenticeship. Secretary Moniz discussed possible pilots for better coordination around skills in targeted communities. Secretary Pritzker introduced technology innovations. And we discussed efforts to increase the skills of 24 million front-line workers so they can advance to higher-paying jobs. We also talked about ways to get more states involved in creating career pathway programs.
Following these mini-presentations, we spoke about what we are already doing and about what more we can do together.
We left the meeting with a clear sense of direction to develop and implement together a comprehensive strategy to solve America’s skills challenge.
Guest Bloggers: Johan E. Uvin is the Acting Assistant Secretary for Career, Technical, and Adult Education. Carmen Drummond is a Special Assistant and Policy Advisor in the Office of the Assistant Secretary. Uvin and Drummond are facilitating the career pathways and upskilling work stream of The Skills Working Group.
America is creating millions of jobs. But, too many of these jobs go unfilled – five million to be exact. At the same time, there are roughly 8.7 million Americans looking for work and 24 million front-line workers who could fill these jobs, if they had the skills or were given the opportunity.
As the economy continues to improve, more and more employers struggle to find skilled workers with the requisite skills to fill in-demand jobs. At the same time, between twenty and thirty million workers in low-wage jobs – many of whom could be trained to fill more skilled roles – lack a clear path to a better job and career. According to the OECD, these workers are about half as likely as their high-skilled colleagues to participate in any job-relevant education or training over the course of the year. These workers need expanded opportunities and lowered barriers to gain both basic and technical skills.
In his State of the Union address last Tuesday, the President called on employers across the country to adopt or expand additional measures to help front-line workers gain the training and credentials to advance into better paying jobs – including paying for college education, offering on-the-job training for career progression, and increasing access to technology-enabled learning tools. The day after, the President’s first stop and appearance was at Boise State University in Idaho where he launched an “Upskill America” initiative:
Today, we’re partnering with business across the country to “Upskill America” — to help workers of all ages earn a shot at better, higher-paying jobs, even if they don’t have a higher education. We want to recruit more companies to help provide apprenticeships and other pathways so that people can upgrade their skills. We’re all going to have to do that in this new economy. But it’s hard to do it on your own, especially if you’re already working and supporting a family.
Many employers have already developed promising approaches to training and credentialing for upskilling front-line workers as part of successful talent strategies. And, we know that many others see the opportunity to benefit their workforce and bottom lines through investments in the skills of their front-line workers. This challenge creates a great opportunity for business, industry, labor, and government to team up and find and support a solution together.
The Administration is working with employers to identify and spread best practices for education, training and credentialing of front-line workers to help with their job progression. Examples of these practices are employers paying for their front-line workers’ college education, identifying clear internal pathways, providing career counseling and coaching, offering on-the-job training that leads to career progression, and providing access to online and technology-enabled education tools so workers can develop their basic and technical skills.
In the coming months, businesses of all sizes will be convened, as well as foundations, education and training non-profits and other partners who are committing to make new investments, to collectively set new goals and change policies that will enable low-skilled front-line workers to progress into better-paying jobs and help employers meet their current and projected unmet demand for skilled labor.
This effort to improve the skills of front-line workers builds on the actions Vice President Biden presented to President Obama on July 22, 2014 as part of his report Ready to Work: Job-Driven Training and American Opportunity. In his 2014 State of the Union address, the President had tasked Vice President Biden with leading a review of federal employment and training programs, with the aim of making them more job-driven. Ready to Work: Job-Driven Training and American Opportunity highlights successful job-driven training strategies, details executive actions that are being taken by the federal government, and new commitments by employers, non-profits, unions and innovators to help spread what’s working. As indicated in the release of the Ready to Work report, if you’re ready to work, you should be able to find a job that fits your skills, or get trained with the skills you need for a better job.
In November 2014, U.S. Secretary of Labor Perez launched The Skills Working Group, an interagency effort to maintain focus and attention around interagency, collaborative efforts of the Job-Driven Training Initiative, as well as emerging opportunities around cross-agency skills coordination. Thirteen federal agencies, the White House National Economic Council, and the Office of Management and Budget make up The Skills Working Group including the departments of Labor, Education, Commerce, Health and Human Services, Agriculture, Housing and Urban Development, Veterans Affairs, Transportation, Energy, Defense, Justice, Interior, and the Social Security Administration. The Office of Career, Technical, and Adult Education has been an active contributor to this work and leads the career pathways and upskilling work streams.
I find it inspiring to see businesses and labor-management initiatives expand access to training and provide supports for Americans to access pathways into the middle class. CVS Health, for example, is expanding access to job-advancement training for their employees by launching two new regional learning centers that will serve thousands of additional employees in the next two years. This builds on the six regional learning centers CVS Health currently operates in partnership with community colleges and other community service organizations, to help support thousands of workers as they build customer service- and healthcare-related job skills for career progression. The Upstate NY 1199 SEIU Training and Upgrading Fund started C.N.A. training in the Syracuse (Central NY) area three years ago for incumbent SEIU members to allow lower level workers (dietary and housekeeping) to move up the career ladder. Since this initiative was not always able to fill this program with incumbent workers, they started drawing on people from the community. Community participants are funded through grants.
It is also exciting to see how many opportunities the new Workforce Innovation and Opportunity Act (WIOA) provides for businesses – in partnership with adult education and youth and adult training providers or otherwise – to ensure that our nation’s workforce is ready to work and remains highly skilled and competitive. Whether it is through the Adult Education and Family Literacy Act – Title II of WIOA – or through any of the other core programs, WIOA can play a critical role in achieving the goals of UpSkill America. Here are just a few ways that WIOA can do this:
Employer partnerships with education providers are eligible entities under Title II. This creates opportunities for employers and providers to team up and offer foundation skill development opportunities for low-skilled workers looking to get ahead. Learn more at a new, interactive site designed to support employer-adult education partnerships.
Employers can take advantage of increased access to work-based training. WIOA provides the ability for local workforce investment areas to help employers train their workers.
WIOA also increases reimbursement available for on-the-job training from 30 percent to 75 percent.
Businesses, under WIOA, can collaborate with American Job Centers, community colleges, and adult education providers to develop integrated education and training programs—including Registered Apprenticeships—at the workplace to help employees gain basic and technical skills and advance to the next level of work. Further, this collaboration can support regional sector strategies and the development of career pathways that support job seekers and help meet the needs of employers.
WIOA places a great emphasis on serving out-of-school youth. The new law requires local communities to spend at least 75 percent of available youth funding, or approximately $500 million, on this population. This provision goes into effect July 1, 2015. By partnering with the public sector to provide apprenticeships, internships, summer jobs, and other on-the-job training experiences, businesses can help the nation maximize opportunities for disconnected youth and young adults and build a skilled workforce.
The UpSkill America initiative, the implementation of WIOA, the modernization and expansion of apprenticeships, and the implementation of the executive actions in the Ready to Work report are all contributing to the momentum that is building in our country to make sure that all Americans have the skills that employers need and that will allow them to get ahead.
Johan E. Uvin is the Acting Assistant Secretary for the Office of Career, Technical, and Adult Education
UPDATE September 22, 2014: In recognition of Adult Education and Family Literacy Week, September 22-28, 2014, we revisit this blog post recognizing the role of adult education in the economic and social health of our nation. This week allows us to spotlight the many practitioners and volunteers who improve their communities through education and applaud the commitment of learners to improve themselves, their families and their communities through increased education, English proficiency, and workforce preparation. Get involved and recognize Adult Education and Family Literacy Week in your community. Join the online celebration by including the #AEFLWeek and #AESuccess hashtags in your daily Facebook, Twitter, and Instagram posts.
“For the one million young men and women who are out of school and who are out of work, this program will permit us to take them off the streets, put them into work training programs, to prepare them for productive lives, not wasted lives […] It will help those small businessmen who live on the borderline of poverty. It will help the unemployed heads of families maintain their skills and learn new skills. ”
President Lyndon B. Johnson signs the Economic Opportunity Act of 1964.
These words were spoken by President Lyndon B. Johnson on August 20, 1964 as he signed the Economic Opportunity Act (EOA), a keystone of the “War on Poverty.” The EOA created several programs across a number of federal agencies that aimed to “eliminate the paradox of poverty in the midst of plenty in this Nation by opening to everyone the opportunity for education and training, the opportunity to work, and the opportunity to live in decency and dignity.” EOA was a legislative milestone that highlighted the need for investments in high quality education for youth as well as adults. In addition to programs like Head Start, Job Corps, and VISTA, EOA authorized federal grants for adult basic education, which marked the beginning of federal statutory involvement in adult literacy. This Law set the stage for other crucial adult education legislation to address the issue of illiteracy such as the Adult Education Act of 1966 and the National Literacy Act of 1991.
Did you know that the health-care sector and social assistance sector (which includes child and youth services and community services) are projected to account for almost one-third of the total increase in employment over the next 10 years? Or that, of the 30 occupations projected to have the largest percentage increase in employment between 2012 and 2022, 14 are related to health care and five are related to construction? Kristina Bartsch, chief of the Division of Occupational Employment Projections at the Bureau of Labor Statistics, discussed industries and occupations projected to gain and lose jobs between 2012 and 2022, and the education needed for those jobs, on C-SPAN’s “America by the Numbers” on January 31.