Analysis of the West Virginia Employment and Training Environment

Ron Grimes – July 25, 2012

Purpose This analysis was designed to determine if the current West Virginia Department of Education’s Career Technical Education (CTE) programs and the West Virginia Community and Technical College System (CTC) programs align with the State’s current and projected workforce needs and where opportunities for seamless career technical pathways exist.

The study attempted to answer the following questions: What is the education/training levels

required of the current and projected West Virginia workforce?

What are the current and projected employment needs and labor supply within the West Virginia Labor Shed organized around the Federal Career Clusters and Pathways?

The study attempted to answer the following questions:

Is there an oversupply or gap in preparing the workforce within the Career Pathways based on the number of annual CTE and CTC graduates?

Which Career Pathways need greater or less emphasis based on projected demand and trained labor supply?

The study attempted to answer the following questions:

Which education and training programs are the best candidates for the development of seamless career pathways between CTE and the CTCs?

Databases

Current and projected employment data were obtained through the Occupational Employment Statistics Report prepared by the United States Department of Labor, Bureau of Labor Statistics and the West Virginia Department of Labor

The Standard Occupational Classification (SOC)

codes and Classification of Instructional Programs ((CIP) codes were utilized to crosswalk to the U.S. Department of Education’s (USDOE) Career Clusters and Pathways

Databases

(CTE) completer data were provided by the West Virginia Department of Education (WVDE), Division of Technical and Adult Education, Office of Career and Technical Accountability and Support.

Databases

Information from the National Center for Education Statistics (NCES) , Integrated Postsecondary Education Data Systems (IPEDS) and Higher Education Policy Commission (HEPC) was utilized to determine the completer data for public West Virginia colleges offering Certificate and Associate Degree programs

Databases

Information from the National Center for Education Statistics (NCES) , Integrated Postsecondary Education Data Systems (IPEDS) and Higher Education Policy Commission (HEPC) was utilized to determine the completer data for public West Virginia colleges offering Certificate and Associate Degree programs

FindingsJob Zone 1 (high school diploma or

GED) – 12.7% of the current workforce, 12.1% of the projected workforce and 14.2% of the projected annual job openings

Job Zone 2 (high school diploma and CTE work skills) – 30.6% of the current workforce, 29.0% of the projected workforce and 26.1% of the projected annual job openings

FindingsJob Zone 3 (advanced CTE,

credentials, or Associate Degree) – 25.8% of the current workforce, 25.6% of the projected workforce and 24.0% of the projected job openings

Job Zone 4 (4-year degree) – 23.4% of the current workforce, 25.3% of the projected workforce and 37.6% of the projected annual job openings

FindingsJob Zone 5 – 7.6% of the current

workforce, 7.9% of the projected workforce and 8.0% of the projected job opening

Federal Clusters and PathwaysAgriculture, Food and Natural

Resources (Non Farm Only)Architecture and Construction Arts, Audio/Video

Communications Business, Management and

Administration Education and Training

Federal Clusters and PathwaysFinance Government and Public

Administration Health Services Hospitality and TourismHuman ServicesInformation TechnologyLaw, Public Safety, Corrections

and Security

Federal Clusters and PathwaysManufacturingMarketingScience, Technology, Engineering

and MathematicsTransportation, Distribution and

Logistics

Federal Clusters and PathwaysManufacturingMarketingScience, Technology, Engineering

and MathematicsTransportation, Distribution and

Logistics

Conclusions The following career pathways need increased focus by public school career and technical education and/or the community and technical colleges:

Conclusions Career and Technical Education (CTE)

◦Food Products and Processing Systems ◦Telecommunications (line installers/repairers) ◦Restaurant and Food/Beverage Services ◦Lodging ◦Early Childhood Development and Services ◦Production and Logistics ◦ Inventory Control ◦Transportation Operations ◦Warehousing and Distribution Center

Operations

Conclusions Community and Technical

Colleges (CTCs) ◦Animal Systems ◦Audio and Video Technology and Film ◦Management ◦Business Financial Management and

Accounting ◦Human Resources ◦Teaching and Training

Conclusions Community and Technical Colleges

(CTCs) ◦Financial and Investment Planning ◦Recreation, Amusements and

Attractions ◦Counseling and Mental Health Services ◦Family and Community Services ◦Consumer Care Services ◦Network Systems ◦Correction Services

Conclusions Community and Technical

Colleges (CTCs) ◦Emergency and Fire Management

Services ◦Law Enforcement Services ◦Maintenance, Installation and Repair ◦Manufacturing Production Process ◦Engineering and Technology ◦Science and Mathematics

Conclusions Both CTE and CTCs

◦Environmental Service Systems ◦Construction ◦Maintenance Operations ◦Visual Arts ◦Marketing and Communications ◦Administrative and Information

Support ◦Banking and Related Services

Conclusions Both CTE and CTCs

◦Insurance Services ◦Government and Public

Administration (all pathways) ◦Personal Care Services ◦Security and Protective Services ◦Legal Services ◦Buying and Merchandising ◦Professional Sales and Marketing

Conclusions The data indicate it would be

logical to focus the career and technical education and community and technical colleges’ efforts on creating seamless career pathways in those education/training areas that require attention at both levels (areas with the most critical training gaps and logical career progressions).