WORKFORCE DEVELOPMENT INITIATIVE OF THE HABERMAN INTERNATIONAL POLICY INSTITUTE IN EDUCATION
Problem: Employers throughout the United States and the developing world have one thing in common: the need for entry-level workers with decent basic skills, a solid work ethic, personal responsibility, computer savvy, and the ability to function effectively on teams. And schools, particularly in large cities, are failing to produce enough of these kinds of workers.
For the United States, this means a dearth of skilled workers to replace the huge baby boom generation that is just now reaching retirement age. With a less qualified, less competitive workforce, the U.S. standard of living and quality of life would inevitably deteriorate.
For developing countries, the lack of skilled entry workers puts a brake on companies’ abilities to expand and provide jobs. Already, many of these countries, all with rapidly expanding youth populations, have unemployment rates approaching 40-50%. The lack of enough jobs for young people results in poverty, crime, social unrest, and tensions with surrounding countries.
Strategy: Prominent multi-national companies would channel funds through the Haberman International Policy Institute in Education (HIPIE) to establish Workforce Development Centers (WDCs) in urban centers throughout the U.S. and the developing world. WDCs would equip urban youth with skills and work habits that would enable them to find jobs and benefit from higher level technical training. Specifically, WDCs would:
• Employ the very best, research-based methodologies and technologies to accelerate the learning of reading, math, communication, computer and core technology skills, and to integrate these with the teaching of personal responsibility, character, essential work habits, customer service and teamwork skills.
• Use the best research-based tools and strategies available to select WDC instructors and directors who can form the kind of high performance work team that can most effectively deliver the accelerated learning model the WDC would provide.
• Place graduates in jobs, advanced technical training programs, or the university.
Financing and governance: Corporate sponsors would provide grants to HIPIE to establish the WDCs in partnership with host country agencies or industry-education consortia. For the WDC’s first three years in a site, HIPIE would select staff and provide quality control for all WDC operations. Host country/city agencies and/or industry-education consortia would contribute both financial and in-kind resources (e.g. facilities) to help HIPIE mount this state-of-the-art program in their city. These agencies or consortia would also provide representatives to an industry-led advisory council to ensure that the WDC is producing graduates who are valued by the local business community.
Education and training programs: WDCs would provide three programs:
• Basic English and Math– computer-assisted tutoring program designed to raise skills from 4th grade to 8th grade level. Completers would be eligible to enter Career Readiness Program described next.
• Career Readiness Program (CRP) – CRP is an intensive, 8-12 week, 6-8 hours a day program designed to advance English, math, computer, and employability skills. Success factors include the challenging cross-disciplinary curriculum, faculty teaming and small group coaching, daily feedback on class and individual performance, emphasis on time management, and the heavy use of courseware to manage instruction and reporting and to facilitate the learning of English. Instructors and students remain together for the entire instructional day. The curriculum features an unusually high degree of workplace problem-solving, career guidance, and development of interpersonal skills and workplace ethics, all of which encourage students to learn from one another and collaborate effectively.
• Core Technologies Program (CTP) – CTP is an intensive 18-20 week full-time program designed to expose students to six technologies: mechanics, hydraulics-pneumatics, thermodynamics, electronics, electricity, and computers. Entering students must have at least 9th-10th grade proficiency in English and math and be able to pass a computer literacy test. Students receive sufficient theory and practice in each technology to assist them in deciding whether to prepare for a technical career. They also receive sufficient preparation to ensure their success in higher-level technical training offered by a company, college or university.
Placement Services: The WDC would place graduates of the Career Readiness and/or Core Technologies programs in jobs or into education and training programs of a company, college or university. Alumni would be asked to “give back” to the WDC by mentoring and giving talks to current enrollees, recruiting new students, helping new graduates find job vacancies, etc.
Conclusion: HIPIE believes it can foster international goodwill and economic development through practical, intensive, research-based programs to equip urban youth with the skills required to succeed in the workplace or benefit from postsecondary education. In so doing, HIPIE can develop a language of communication among the world’s young people, for they all need the same set of skills and attitudes to become part of the modern, competitive, global workforce. We have already attracted some of the most qualified, experienced individuals to design and implement a coherent strategy to carry out this vision. We seek partnerships and resources from industry to build a cadre of teachers and a critical mass of programs that will help industry gets the workforce it needs to prosper. Together we can leave this legacy for a more hopeful, peaceful world.
WORKFORCE DEVELOPMENT CENTER FLOW CHART
WORKFORCE DEVELOPMENT CENTER PROGRAMS
SAMPLE OCCUPATIONAL TRAINING PROGRAMS of CORPORATE SPONSORS/PARTNERS or TECHNICAL COLLEGES
|Heavy Equipment Operator
|18-20 weeks||Mechanics||Heavy Equipment Technician/ Mechanic|
CAREER READINESS (CRP)
|8-12 weeks||English||Industrial Electrician|
|Computer applications||Welder/Metal fabricator|
|Career and employability skills||Machine Trades and Repair|
|Driller||Note 2: Career Readiness and Core Technologies graduates would qualify for some entry-level jobs, but serious technical jobs would require additional occupational training.|
Courseware-assisted, tutoring program for those with 4th-7th grade skill levels. Need 8th grade skill to enter CRP program above.
|Note 1: Career Readiness Program graduates also qualified for non-technical entry-level jobs in almost all industries, including hospitality, business, health care, social services, etc.|
For additional info: Delia Stafford (email@example.com)
- Comment #1 (Posted by Dennis Redovich)
You have finally recognized that the problem of increasing poverty, crime and all social and ecoonomic problems are caused by a lack of available jobs. Education is not the problem. Public schools are the scapegoats of the business interests and the politicians for all of our social and economic problems. Math and English skills are not important for most jobs! Poor students in elementary schools have computer skills that are better than most older adults. They lack employabilty skills because thay are failing in academic courses, particulary useless subjects such as Algrbra, and see no hope of getting a job that pays a living family wage because their family and adults in their community live in poverty.
There is absolutely no shortage of workers for most jobs! See www.jobseducationwis.org 272 Wisconsin Projections of Employment 2004 to 2014: Education and Training
By Dennis W. Redovich September 2006
The great numbers of high paying jobs of the future that are claimed to require college graduation and high academic skills for all high school students are a hoax. The majority of the jobs of the future in Wisconsin and the United States are low or average paying jobs that require short term or moderate-term on the job training and do not require high-level academic skills in any academic areas, particularly in higher mathematics. See also
275 Wisconsin Employment Projections 2004-2014: Top 100 Occupations in Wisconsin
By Dennis W. Redovich October 2006 (posted EducationNews.org October 2006)
Your finally on the right course! Keep going!
Dennis W. Redovich 414-421-1120
Center for the Study of Jobs & Education in Wisconsinand U.S.
Greendale WI 53129
- Comment #2 (Posted by Jill)
Wow – I thought School-To-Work was in the past. Let the market take care of this. Whenever business-educator partnerships form to solve workforce (apparent) problems, something socialist is created. Stop wringing your hands and reforming education. If we would go back to teaching traditional math, instilling a pride in our country and individualism, and celebrating what we have in common with each other in the US instead of separating ourselves into our ethnic groups, our country would thrive on it’s own.
- Comment #3 (Posted by Douglas Blancero)
As always, it seems there are some exciting things going on over at Haberman. Much of what is written in the artcile reminds me of my previous work with kids before coming to J/P Associates.
The number one question kids would ask us coming into our alternative school program was, “Can you get me a job?”
Most of these students also did not have a clear idea on how to choose a career path in life—many times because no one took the time to speak to them about the future and the workplace. The kind of partnership you describe is needed. The carrot for the corporate world is a work ready force rather what they are experiencing now—graduates who many times need to be retrained and reeducated to fit the needs of the business world.
Lots of luck in this initiative.
- Comment #4 (Posted by Patty)
I couldn’t agree with the HIPIE Approach more.
I am a technology teacher and see the value in workforce initiatives.
I see the need to empower kids with the skills and training they need to be successful contributors to society. I don’t understand why worthwhile and gainful employment needs to begin after all schooling is over.
Training students and empowering them with specific skills must be a mandate of education.
Instead, we have kids taking all of the required courses they need to graduate from high school and college and are rewarded with a costly degree enabling them to do nothing but flip burgers until they get further education and training.