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No Worker Left Behind

March 5, 2009

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WASHINGTON -- The National Association of Manufacturing is hoping it can play matchmaker to millions of workers seeking employment and thousands of companies demanding skilled laborers by endorsing a set of skills credentials.

Leaders of the largest industrial trade association in the United States, along with four industry groups, announced Wednesday their support for a nationally portable certification system for those in the manufacturing work force. These groups, representing professions from metalworking to welding and everything in between, hope that more of their member companies will begin requiring these skills credentials and that the country’s community colleges will begin helping more of their students attain them alongside traditional academic degrees.

The system supported by the trade association does not launch any new certifications or credentials but compiles a set of those already generally accepted by many manufacturers. This, the association’s officials argue, gives employers a clear set of formal documentation they should expect from potential workers to prove their skills, and job seekers a comprehensive pathway to guaranteed employment.

At the base of its suggested system, the manufacturing association recommends that every secondary student have the opportunity to earn a National Career Readiness Certificate -- an ACT-developed and increasingly accepted skills credential -- to complement their high school diplomas. This additional certification, the association argues, proves to employers that students who decide to enter the work force after high school “have the core academic and workplace competencies to be hired.”

“The U.S. is on the verge of what we would describe as a crisis in the work force pipeline,” said Richard L. Ferguson, chairman and chief executive of ACT, before emphasizing the value of showing work readiness. “[Employers] need more than workers, they need skilled workers.”

Workers typically attain industry specific skill training after graduating from high school. This, often on the campuses of community colleges, is the flashpoint for the “manufacturing skills gap,” as described by John Engler, the manufacturing group's president and former Michigan governor. Many supporters of industry skills credentials argue that students seeking academic degrees often will not also seek these work credentials because they cannot see their value in securing a job.

“The day when unskilled but willing workers could show up [for a job] has passed,” said Engler, echoing comments he made last week at a discussion on the future of middle-skill jobs. “We have to align worker skills with the educational pathway.”

At the next step of its certification system, the association argues that community colleges, often on the front line of educating displaced or directionless workers, need to embed “workplace competencies and industrywide technical skills” into their academic curriculums. Those in the process of earning an associate degree, the association suggests, should have the ability to concurrently earn a more industry-specific skills credential. Earned in addition to the ACT-developed certificate, for example, this next credential might include one from the National Institute for Metalworking Skills or the American Welding Society.

One community college leader present at the announcement called this industry-endorsed system a “game changer” for two-year institutions that often have to cobble together skill sets for students without much direct knowledge of their relevance to the prospective employers.

“This helps us translate what we do best,” said Roy A. Church, president of Lorain County Community College, in Ohio, noting that the endorsement of these stackable credentials would help two-year institutions improve their already close relationships with local industry.

Beyond industry specific certification and at the end of its suggested system, the manufacturing association recommends that educators encourage, and students seek, occupation-specific certification, such as one of the many offered by the Society for Manufacturing Engineers.

It is the hope of some in manufacturing that this skills certification system, compiled of existing credentials and endorsed by the NAM, will become a national standard that brings clarity to the variety of career-readiness programs available around the country. Others just hope it changes the public’s view of their jobs.

“Their perception of manufacturing is no longer accurate,” said Donald A. McCabe, senior vice president of Corning, Inc. “A lifetime in manufacturing is a good lifetime.”

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Comments on No Worker Left Behind

  • Certification Hop – Scotch
  • Posted by Idealist on March 5, 2009 at 1:30pm EST
  • College and career has always been about future earnings. Many in higher ed forget that we are preparing people to work in about 99% of the cases. I believe students in technical courses do believe in the power of certification. Many are chasing paper as we speak, hoping to score the better paying jobs. Their first goal is a certificate or diploma, but many are interested in technical certifications. The wildcard in this is that many employers don’t require certifications and national recognized certifications for many industrial skill sets are rare at best. Many states require electrical licensing for example, but not necessarily in industrial settings. Many companies certify their own welders. Production and maintenance personel… nada!

    Any certifying agency to become the de facto ‘skill set certification,’ must be both nationally recognized and recognized by the Dept of Labor as such. There are several welding certifying organizations, mostly with no reciprocity. Most certifications require schooling and experience. Community colleges are good at issuing certificates for this and that, but these aren’t generally recognized as much more than paper hanging. There is a long way to go when it comes to certifying industrial/technical skill sets, but it certainly is a system needed in today’s technical and lean manufacturing world.

  • Technical Education
  • Posted by Gerald Spencer , President at Spencer Engineers, Inc. on March 30, 2009 at 6:00pm EDT
  • How can we ever possibility restart our industries (re-industrialize) to generate a positive balance of trade that will restore our economy? Most of the people who knew how to operate the US basic industries and factories were fired 30 years ago and are maybe now long dead. There are no books that completely tell everything about how to do most of the things that we knew how to do years ago when we created the industries that won WWII and then gave us this bountiful way of life. We need more science-oriented citizens to create new innovative products and services that we can exchange for foreign currency. We need to import foreign owned US dollars and foreign owned gold for the products that we export, not export our dollars and gold to pay for imported products. When the time comes that people in foreign nations no longer accept our freshly printed paper dollars to pay for our imported products (and our government activities), we will be in deep trouble with no quick way out. We must act now while we can still buy foreign made materials and foreign made equipment for the re-industrialization of the USA with the remaining purchasing power of the dollar before we have redeemed all of the exported currency for title to the remaining existing US assets. The buying power of the dollar will become nil when there is nothing left for the foreigners to buy with the dollars that they earned by making our consumer goods.

     

    I do not have confidence that the USA citizens still have the knowledge and education to re-create our factories for manufacturing, innovating and designing new products for export as required to reverse our trade balance and restore the value of the dollar.

    After the American revolution, the USA instituted high import tariffs to encourage the industrialization of the USA, and It was successful in establishing a positive balance of trade, accumulating Gold reserves, creating a manufacturing base, and making the USA independent from England. One way or another we must stop the selling of title to everything of value America to pay for what we consume. We must create a positive balance of trade by any means possible. If not we will destroy the purchasing power of the US dollar. Without import tariffs, most all products will be purchased for less money if they are manufactured where labor costs are minimized. The US labor force has no future without high import tariffs to prohibit foreign imported products. Without high import tariffs, US workers must compete with foreign workers at foreign wage scales for employment. Most USA citizens do not want to work for wages that the same job in a foreign country would pay. Until we re-industrialize and correct our foreign trade imbalance, we cannot afford to have free trade because it will destroy the US Economy.

     

    Free Trade: Free trade of products and commodities means that we must compete internationally based upon price, and labor costs is normally the greatest cost component of most products and commodities. The country with the lowest labor cost then gets the product sales. Free Trade only benefits the US importers and US distributors of foreign made products for US average citizen's consumption.

     

    Successful Foreign Trade - Scientists and Engineers are needed: If we cannot compete on labor costs, then we need to be competitive internationally through other areas such as superior technology. We desperately need to create many more scientists and engineers who must become much better educated, much more intelligent and otherwise much more superior to foreign scientists and engineers in order to design, create, innovate, and produce new technical products that foreigners do not have, so that they will then buy the new products from us. Only then can we export these products in return for their foreign payment (gold) to the USA. If we had greatly superior engineers, medical doctors, and scientists we could then export scientific and engineering services to foreign nations in return for their currency and gold in order to improve our balance of trade. These services have to be provided by scientists and engineers who are superior to any foreign educated scientists and engineers, or the foreigners will use their home grown scientific and engineering talent , and not buy the services of US scientists and engineers. We need to stop the H1B import of low paid scientific and engineering talent, in order to create a demand and provide more financial incentive for our students to major in the technical and scientific subjects that are needed to re-industrialize the USA. We need to return to scientific and technical excellence in our education systems because we can only export technology if our products and technology services available for export are superior to those available anywhere else in the world, and/or at least superior to the services available in that particular foreign country. According to the National Science Foundation and the National Society of Professional Engineers, only about 5% of the current college students in the USA studying for a degree in science, medicine, mathematics or engineering are US citizens. In the Asia the vast majority of the college students are majoring in science or engineering. We need to increase the percentage of USA citizen college students studying science and engineering from 5% to more than 60%, in order to emulate the economic successes of the Asian countries. We can no longer afford to support or educate any more artists, actors, theologians, musicians, philosophers, psychologists, historians, poets, novelists, political scientists, MBAs, etc. This will first require that our students study science instead of other non-essential subjects in our education system beginning in elementary school and continuing through graduate school. This is necessary in order to create the technology bases that are necessary before re-industrialization can occur. We must emulate China, India, Pakistan, and other Asian countries or die economically

     

    Our computer programming technology and expertise (ala Microsoft etc.) has helped our balance of payments considerably in the past, but the lack of technical education in this country today has reduced and will soon totally destroy this export capability. The foreign countries have become better than the USA at creating new computer software programs, since the USA has chosen to de-emphasize technical and scientific education in our universities.

     

    Visit the Texas Medical Center (MD Anderson) and witness the percentage of women wearing Burkas to get a clue as to the percentage of foreign medical service income is received at the Texas Medical Center, and this foreign money paid to our US Medical Doctors improves our foreign trade balance. Foreigners believe that US Medical Doctors are superior to their in-country Doctors. I do not believe that any of these women wearing Burkas are US citizens.

     

    Engineers who are working in Foreign Countries and sending (most of) their dollars home to the USA improves our balance of trade. In the past, foreigners believed that US educated and trained Engineers were superior to their in-country educated Engineers. This advantage has almost disappeared since the USA has stopped emphasizing technical education in our Universities.

     

    Education Option: The option to placing emphasis on technical and scientific education is for US citizens to work for lower wages than the foreigners employed in other countries will accept for their labor. It is going to take several decades (maybe generations) to re-create the US technical and industrial bases that we destroyed over the past few decades.

     

    I have been the engineer of record for construction projects in Asia, Europe, Middle East, Caribbean, and South America. US citizens are unaware of the lifestyle that we are accustomed to and take for granted. If our economy collapses, we can become a third world country overnight.

     

    Engineering and Science Educations: I believe that there is very little economic future for students majoring in the science or engineering fields at this time. This needs to change for the benefit of the US economy. I believe that most students today (including both of my children who started in Mechanical Engineering, made straight "A"'s, but changed to easier major degree courses after talking to their classmates about the economic and less strenuous benefits of pursuing other degree paths) want to study business and/or economics to become one of the wealthy Wall Street master criminals of today. No person in his or her right mind would major in science or engineering since the pay scale has eroded so much in the last several decades. This economic reward erosion is partially due to the import of foreign engineers who will work for just slightly above minimum wages and a Green Card. The Foreign Engineers might be much less as productive as US educated engineers, but they are willing to work for such a small fraction of the pay that US educated engineers are paid (or used to be paid) then it is much more economically effective to employ foreign educated engineers when compared to the total cost of employing U.S. educated engineers, except for the additional legal liability of their design failures.