workforce
$350M initiative to help prepare for future of work
JPMorgan Chase has announced a new $350 million, five-year global initiative intended to meet the growing demand for skilled workers. The New Skills at Work investment will support community college and other non-traditional career pathway programs. It focuses on creating economic mobility and career pathways for underserved populations, as well as helping to forecast emerging skillsets for JPMorgan Chase employees.
Regions, states utilize tech internships to build 21st century workforce
While the U.S. economy hovers near full employment, employers contend that the skills gap still persists and it is impacting their ability grow. To address the long-term issue of the skills gap, several states and regions have turned to S&T internships to help students develop the necessary technical skills to address the needs of industry.
While the U.S. economy hovers near full employment, employers contend that the skills gap still persists and it is impacting their ability grow. To address the long-term issue of the skills gap, several states and regions have turned to S&T internships to help students develop the necessary technical skills to address the needs of industry. The development of an S&T internship program can serve as a potentially highly effective strategy for developing and retaining talent workers while also helping integrate underserved communities into the 21st century workforce. This article highlights several examples from across the country.
Acceptance rate of H1-B visas continues decline
The share of H-1B applications approved by United States Citizen and Immigration Services (USCIS) in FY 2018 was well below the levels in FY 2017 and FY 2016, and new data from the first quarter of FY 2019 shows a continuing downward trend.
US female workers with doctorates in science, engineering, and health fields increasing
The number of U.S.-trained female science, engineering, or health (SEH) doctorate holders residing and working in the U.S. has more than doubled, going from 119,350 in 1997 to 287,250 in 2017, according to a new report from the National Science Foundation (NSF). In 1997, less than one-fourth (23 percent) of the U.S.-trained SEH doctorate holders working in the U.S. were women. Twenty years later, that number had increased to 35 percent.
Useful Stats: Educational Attainment by Metropolitan Area (2007-2017)
For states and metropolitan areas across the country, cultivating a skilled and educated workforce is a critical part of economic development. In 2017, metropolitan areas anchored by major research universities – regions like Boulder, Ann Arbor, and Corvallis – had the highest share of adults 25+ with at least a bachelor’s degree, according to an SSTI analysis of recent census data.
Tech Talkin’ Govs, part 6: Education, workforce, climate change top TBED agendas
Educating the next generation of workers, ensuring they will have the skills necessary for the jobs of the future and paying attention to the actions that will affect the climate are all on the agendas of the latest round of governors giving their state of the state and budget addresses. A focus on skills can be seen in addresses from governors in California, Maine, Michigan, Oklahoma and Pennsylvania. States are also continuing with initiatives to forward attention on climate change, as reflected in Maine’s climate agenda and Michigan joining other states in the Climate Alliance.
Tech Talkin’ Govs 2019, part 1: Governors unveil broadband, workforce, and research proposals to build economies
With 36 governors being sworn in following the November elections, 20 of those being new faces and 16 who were re-elected, this year’s inaugural and state of the state addresses promise new ideas along with proposed resolutions to existing challenges. As the governors present their plans to constituents, SSTI revisits our Tech Talkin’ Govs series.
Moving the needle in a positive direction in the innovation economy
Bringing the innovation community together and examining how it has advanced — or how it hasn’t — is one of the driving goals of SSTI’s annual conferences. This year we brought together thought-provoking leaders to help reflect on whether stakeholders in the innovation economy are moving the needle in the right direction.
How can the US address the manufacturing skills gap?
With a potential economic impact of $2.5 trillion over the next decade, a new report from Deloitte and the Manufacturing Institute projects that the manufacturing skills gap may leave more than 2 million positions unfilled from 2018 to 2028. In the 2018 Skills Gap in Manufacturing Study, the authors find that the talent shortage is accentuated by two factors: a prolonged economic expansion that has increased the number of job openings in manufacturing and projected growth in baby boomer retirement. Although these two factors are expected to lead to more than 4.6 million manufacturing jobs over the next decade, the authors’ research finds that fewer than half of these jobs are likely to be filled. In addition to making the case that this skills shortage poses risks to the broader economy, the authors also put forward strategic approaches to influence a more positive employment future over the long-term.
Is an apprenticeship program the right fit for your community?
For communities hoping to start and register an apprenticeship program, a new toolkit by the Department of Labor may offer some insight. Launched as part of National Apprenticeship Week (Nov. 12-18, 2018), “Building Registered Apprenticeship Programs” provides a guide to help start and register your apprenticeship program.
For communities hoping to start and register an apprenticeship program, a new toolkit by the Department of Labor may offer some insight. Launched as part of National Apprenticeship Week (Nov. 12-18, 2018), “Building Registered Apprenticeship Programs” provides a guide to help start and register your apprenticeship program. The toolkit includes five steps: exploration of apprenticeships as a strategy to meet regional needs; partnerships with key players to develop the program; building the core components of the program; registration with the broader apprenticeship network; and, launching the program.