The U.S. Science and Technology Workforce

[Excerpt] In the 21st century, global competition and rapid advances in science and technology will challenge the scientific and technical proficiency of the U.S. workforce. Policymakers often discuss policy actions that could enhance the nation’s science and technology (S&T) workforce— deemed by some as essential to both meet U.S. workforce demands as well as to generate the new ideas that lead to improved and new industries that create jobs. The America COMPETES Act (P.L. 110-69) addresses concerns regarding the S&T workforce and STEM education, and the 111th Congress is debating funding for the programs authorized within it. Policymaker discussions tend to focus on three issues: demographic trends and the future S&T talent pool, the current S&T workforce and changing workforce needs, and the influence of foreign S&T students and workers on the U.S. S&T workforce. Many perspectives exist, however, on the supply and demand of scientists and engineers. Some question the fundamental premise that any action is necessary at all regarding U.S. competitiveness. They question whether or not the S&T workforce and STEM education are problems at all. The first issue of demographic trends and the future S&T talent pool revolves around whether the quality of science, technology, engineering and mathematics (STEM) education received by all Americans at the pre-college level is of sufficient quality that workers are available to satisfy current and future workforce needs. In response, some policymakers propose taking actions to increase the number of Americans interested in the S&T workforce. These policies are motivated by demographic trends that indicate the pool of future workers will be far more diverse than the current STEM workforce. Proposed policies would take actions to enhance the quality of STEM education these Americans receive so they are able to consider S&T careers, and to recruit them into the S&T workforce. The second issue regarding the current S&T workforce and changing workforce needs tend to focus on whether or not the number of Americans pursuing post-secondary STEM degrees is sufficient to meet future workforce needs compared to students in countries considered to be U.S. competitors. The goal of proposed policies responding to this concern to reinvigorate and retrain Americans currently trained in science and engineering who voluntarily or involuntarily are no longer part of the current STEM workforce. The third issue focuses on whether or not the presence of foreign S&T students and workers is necessary to meet the nation’s workforce needs and attract the best and brightest to bring their ideas to the United States, or if the presence of such individuals adversely affects the U.S. S&T students and workers. Policy discussions focus on immigration policy, primarily increasing the ability of foreign STEM students currently in U.S. universities to more easily obtain permanent admission, and increasing the number of temporary worker visas available so more talent from abroad can be recruited to the United States. The challenge facing policymakers when making decisions regarding the S&T workforce is that science, engineering, and economic conditions are constantly changing, both in terms of workforce needs as well as the skills the STEM workforce needs to be marketable relative to demand

The Workforce Investment Act and the One-Stop Delivery System

[Excerpt] The Workforce Investment Act of 1998 (WIA; P.L. 105-220) is the primary federal program that supports workforce development. WIA includes five titles: • Title I—Workforce Investment Systems—provides job training and related services to unemployed or underemployed individuals; • Title II—Adult Education and Literacy—provides education services to assist adults in improving their literacy and completing secondary education; • Title III—Workforce Investment-Related Activities—amends the Wagner-Peyser Act of 1933 to integrate the U.S. Employment Service (ES) into the One-Stop system established by WIA; • Title IV—Rehabilitation Act Amendments of 1998—amends the Rehabilitation Act of 1973, which provides vocational rehabilitation services to individuals with disabilities, to integrate vocational rehabilitation into the One-Stop system; and • Title V—General Provisions—specifies components of State Unified Plans and provisions for state incentive grants. Workforce development programs provide a combination of education and training services to prepare individuals for work and to help them improve their prospects in the labor market. In the broadest sense, workforce development includes secondary and postsecondary education, on-the- job and employer-provided training, and the publicly funded system of job training and employment services. Most workforce development occurs in the workplace during the course of doing business. The federal government provides workforce development activities through WIA’s programs and other programs designed to increase the employment and earnings of workers. Workforce development may include activities such as job search assistance, career counseling, occupational skill training, classroom training, or on-the-job training

Toward an integrated workforce planning framework using structured equations

Strategic Workforce Planning is a company process providing best in class, economically sound, workforce management policies and goals. Despite the abundance of literature on the subject, this is a notorious challenge in terms of implementation. Reasons span from the youth of the field itself to broader data integration concerns that arise from gathering information from financial, human resource and business excellence systems. This paper aims at setting the first stones to a simple yet robust quantitative framework for Strategic Workforce Planning exercises. First a method based on structured equations is detailed. It is then used to answer two main workforce related questions: how to optimally hire to keep labor costs flat? How to build an experience constrained workforce at a minimal cost

A review of training and materials which aim to support the children's workforce to reduce the impact of childhood poverty and disadvantage

The Children’s Workforce Development Council (CWDC) commissioned DMSS Research and Consultancy to undertake a review of national and local support, guidance and training that aims to equip the children’s workforce to reduce the impact of child poverty. The project had the key objective of identifying effective models and strategies for developing the knowledge and skills of the children’s workforce in relation to child poverty and disadvantage, taking into account the diversity of needs in the core, and wider, workforce and across the public, private, voluntary and independent sectors

Guideposts For Success

[Excerpt] he transition from youth to adulthood is challenging for almost every young person. This is particularly true for young people with disabilities. Yet, it is in those critical transition-age years that a young person’s future can be determined. Part of a successful future includes finding and keeping work. The total employment rate is projected to increase by 15% in the first decade of the twenty-first century. Employment in occupations that generally require a college degree or other postsecondary credential is projected to grow much faster than other jobs across all occupations. Jobs requiring work-related training will still account for the majority of the new positions

Essential Considerations for Establishing Partnerships Among Agencies Addressing the Employment-Related Needs of Individuals with Disabilities

[Excerpt] The Collaboration Brief series is intended to assist both generic and disability-specific agencies to work collaboratively and enhance their capacity to serve individuals with disabilities. To help agencies become familiar with their mandated and non-mandated partners, these briefs provide information that will contribute to better understanding of the goals, eligibility criteria, and policy parameters of the respective generic and disability-specific agencies; the development of expanded and improved collaborative relationships; and the coordination of resources, services, and supports. These briefs are consistent with and reflect the overarching goal of the Workforce Investment Act (WIA)— to develop a seamless workforce investment system that includes multiple agencies and programs. The series includes briefs on the One-Stop Career Centers established under Title I of the WIA and the one disability-related mandatory partner participating in the workforce investment system (vocational rehabilitation agencies). In addition, the series includes employment-related services and supports provided by other federal, state, and local agencies and programs serving people with significant disabilities, including Mental Health, Developmental Disabilities, and Special Education. Further, the series explains the potential role the Medicaid program can play in supporting employment and the work incentive provisions in Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) programs, and describes the Ticket to Work Program operated by the Social Security Administration. Each brief provides information on the purpose of the program, eligibility for benefits or services, funding sources, administrative structure, and resources provided to support jobseekers and employers. Further, the briefs provide considerations for assessing the respective programs in each state and suggestions for the development of collaborative relationships. The concepts and strategies of Customized Employment—a dynamic set of assessment and job development tools—will be used to contextualize the collaborative strategies discussed in each brief. Most importantly, the briefs show that no agency is alone or limited to their own resources in serving people with significant disabilities; this series should be used as a source for the basic information upon which cross-system partnerships are built. Collaborative relationships between One-Stop Career Centers, Vocational Rehabilitation, community provider organizations, and other systems that provide benefits and services will create new employment opportunities for people with significant disabilities

Building Wealth on the Foundation of Employment Portfolio Series

[Excerpt] The vision of the U.S. Department of Labor (USDOL) is to advance the economic futures of workers, including those with disabilities. The unique mission of the Office of Disability Employment Policy (ODEP) within USDOL is to promote the involvement, cooperation, and collaboration of multiple federal, state, and local agencies with the private sector, to increase participation of individuals with disabilities in the workforce and economic mainstream. No single program, policy, funding stream, or strategy is a universal solution for the multiple challenges encountered by individuals with disabilities who want become economically self-sufficient. Yet, across the federal government, there are tools and strategies now being implemented to help lift low-income wage earners—including individuals with disabilities—out of poverty and empower them through employment and expanded economic opportunities. This portfolio series introduces asset development concepts, tools, and activities that individuals with disabilities, their families, and the workforce development professionals who support them can use to build wealth on the foundation of successful employment