Overview of Workforce Development in Education

2017 ◽  
pp. 1-27
Author(s):  
Julie Neal
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Community Colleges ◽  
Workforce Development ◽  
Decision Makers ◽  
Economic Stability ◽  
Advisory Committees ◽  
Knowledge And Skills ◽  
Technical Programs ◽  
Future Business

Workforce development focuses on economic development to boost a region's economic stability and prosperity, focusing on individuals. It is also described as the ability to sustain a workforce that can support current and future business/industry. Workforce and technical programs provide training in specialized fields to educate and prepare students to enter the workforce. Keeping in mind that business/industry requires trained employees, and employees need business/industry to create a sustainable lifestyle, decision-makers with knowledge and skills to lead their company and employees in a sustainable, prosperous direction are also required. This chapter explores workforce-development advisory committees, focusing on their relationship with community colleges and higher education. A particular focus is on the challenges growing and evolving workforce faces, and how to train and retrain to keep up with a changing and emerging workforce.

Overview of Workforce Development in Education

2021 ◽  
pp. 24-41
Author(s):  
Julie Neal
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Community Colleges ◽  
Workforce Development ◽  
Decision Makers ◽  
Economic Stability ◽  
Advisory Committees ◽  
Knowledge And Skills ◽  
Technical Programs ◽  
Future Business

Workforce development focuses on economic development to boost a region's economic stability and prosperity, focusing on individuals. It is also described as the ability to sustain a workforce that can support current and future business/industry. Workforce and technical programs provide training in specialized fields to educate and prepare students to enter the workforce. Keeping in mind that business/industry requires trained employees, and employees need business/industry to create a sustainable lifestyle, decision-makers with knowledge and skills to lead their company and employees in a sustainable, prosperous direction are also required. This chapter explores workforce-development advisory committees, focusing on their relationship with community colleges and higher education. A particular focus is on the challenges growing and evolving workforce faces, and how to train and retrain to keep up with a changing and emerging workforce.

A People-centred Approach to Economic Development (PCED): Brokering Economic Inclusion as a Route Way to Improving Competitiveness

2009 ◽  
Vol 24 (6-7) ◽  
pp. 473-486 ◽  
Author(s):  
Mandy Crawford-Lee ◽  
Phillip Hunter
Keyword(s):  
Human Capital ◽  
Economic Development ◽  
Workforce Development ◽  
Global Economy ◽  
Knowledge And Skills ◽  
Industrial Economy ◽  
Know How ◽  
Goods And Services ◽  
The Past ◽  
Local Areas

This paper outlines support for adopting a people-centred approach to economic development that has been taken forward in West Yorkshire — an approach that recognises that prosperity in a global economy is driven by ideas, information and knowledge. This is very different to the industrial economy of the past. It presents both a model for an integrated workforce development system and a framework for improving linkages between human capital and economic development. Indeed, it is understood that it is those local areas with a strong, adequately skilled, human capital base that are best placed to utilise knowledge and to transfer this know-how into cutting-edge techniques for the production of goods and services. As such, investment in people's knowledge and skills is a crucial aspect of achieving sustained economic growth in a networked, knowledge-driven, global economy.

scholarly journals Transforming The Institution from the Inside: Creating the Brave New Community College of the Future

2015 ◽  
Vol 5 (1) ◽  
pp. 25-36
Author(s):  
Jim Riggs
Keyword(s):  
Higher Education ◽  
Community College ◽  
Economic Development ◽  
Community Colleges ◽  
Student Learning ◽  
Wide Spread ◽  
Learning And Development ◽  
College Leaders ◽  
Improving Student Learning ◽  
New Community

With rising and wide spread expectations that commu-nity colleges will become stronger forces throughout the nation, the stage is now set for these institutions to become even bigger players in the landscape of higher education, economic development and social justice by helping to create a more inclusive, well-educated and engaged citizenry. This article looks inward at what com-munity college leaders, faculty and student services pro-fessionals need to do to transform their institutions into colleges that are truly ready to meet these rapidly grow-ing expectations and to be able to take full advantage of these new opportunities. Four key areas at the institution-al level are discussed that must be addressed in order for community colleges to make substantial and necessary improvements in student learning and development. These include: (1) expanding the definition and under-standing of what leads to student learning and success; (2) realigning and tightly coupling every function and activity at the college to better support student learning and success; (3) confronting the myth that community colleges are innovative and flexible institutions; and (4) instituting a new kind of leadership that is focused firmly on improving student learning and success. There are enormous opportunities waiting for community colleges that will require dramatic transformation and change throughout the organization.

scholarly journals Facilitating workforce development: The economic developer’s role in supporting economic stability in medium and small resource-based British Columbian cities

2019 ◽  
Vol 18 ◽  
pp. 111
Author(s):  
Christina Doll
Keyword(s):  
Economic Development ◽  
Natural Resources ◽  
Workforce Development ◽  
Knowledge Economy ◽  
Economic Stability ◽  
Large Cities ◽  
New Business ◽  
Negative Perceptions ◽  
Attraction And Retention

<p>The availability of a talented workforce is increasingly being cited as a barrier to growth by businesses across Canada. This worker shortage is particularly challenging for organizations looking to expand in medium and small resource-based cities. This is due to an increase in outmigration to large cities by people seeking knowledge economy based employment and negative perceptions of resource-based cities. These factors hinder employer’s ability to attract people to their smaller resource-reliant communities from other cities. Economic developers in these smaller cities can adjust to these changing realities by highlighting their community’s strengths in relation to larger cities to attract and retain the skilled talent needed to support the growth of their existing businesses and to attract new business. Economic developers in the Kootenays, Prince George and Quesnel have all recognized this opportunity and the work being done in these communities to increase the population base can be used as a model by other communities grappling with similar workforce attraction and retention issues. </p><p><strong>Keywords: </strong>economic development, workforce, population, attraction and retention, natural resources, urbanization, outmigration </p>

scholarly journals Formation of Professional Competence of Students of Technical Universities through Interdisciplinary Integration

2019 ◽  
Vol 9 (1S) ◽  
pp. 422-424
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Labor Market ◽  
Interdisciplinary Communication ◽  
Professional Competence ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Education Today ◽  
Context Of Learning ◽  
Interdisciplinary Integration

The article is devoted to one of the most pressing challenges facing higher education today - the formation of professional competence of university students. The competitiveness of the labor market demands of today’s students meet modern requirements of economic development, and subsequently formed the competence ensure readiness of students for their professional activities. Therefore, the authors believe that the professional competence of students of technical colleges can begin to form in the first stage of training through the context of learning and interdisciplinary integration, since contextual training constructed professional skills of students to carry out engineering activities, including many aspects, and interdisciplinary communication, in turn, It combines their knowledge and skills from different disciplines, directs the final result - the professional competence. Formed quality will help future technicians holistically apply knowledge of different fields of science in their professional engineering and be competitive specialists in the conditions of modernization of modern enterprises.

scholarly journals Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan

2020 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Carolyn M. Porta ◽  
Erin M. Mann ◽  
Rohina Amiri ◽  
Melissa D. Avery ◽  
Sheba Azim ◽  
...  
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Workforce Development ◽  
Health Care Providers ◽  
Development Program ◽  
Care Providers ◽  
Health Care Workforce ◽  
Knowledge And Skills ◽  
Laboratory Technology ◽  
The University

Despite ongoing insecurity, Afghanistan has demonstrated improvement in health outcomes. Reasons for this success include a strategic public-private health service delivery model and investment in Afghan health care workforce development. Afghan universities have the primary responsibility for ensuring that an adequate health care workforce is available to private and public health care delivery settings. Most entry-level health care providers working in Afghanistan are educated within the country. However, university constraints, including faculty shortages and limited access to professional development, have affected both the flow of the health care workforce pipeline and the skill levels and competencies of those who do enter the workforce. Aware of these constraints and workforce needs, the administration at Kabul University of Medical Sciences (KUMS), working in collaboration with the Ministry of Higher Education, prioritized investment in strengthening technical and academic capabilities within four faculties (anesthesiology, dentistry, medical laboratory technology, and midwifery). KUMS partnered with the University of Minnesota in 2017 with United States Agency for International Development support through the University Support and Workforce Development Program. Together they established a unique training-of-trainers (TOT) faculty development program to improve faculty knowledge and skills specific to their technical expertise, as well as knowledge and skills in instructional design and research methods. In this article, we describe the successes and challenges associated with partnership development, implementation, and sustainability. 

scholarly journals iMakerSpace Model: Shaping the 21st Century Workforce

2020 ◽  
Author(s):  
Ismail Fidan ◽  
Stephen Canfield ◽  
Vahid Motevalli ◽  
George Chitiyo ◽  
Mahdi Mohammadizadeh
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Engineering Education ◽  
Workforce Development ◽  
Extracurricular Activities ◽  
21St Century ◽  
Job Market ◽  
Success Stories ◽  
Remote Laboratories ◽  
The Impact

Innovations in engineering education are undergoing a noticeable transformation. Higher education institutions are practicing distance education, remote laboratories, studio pedagogies and several other approaches in order to increase their students&rsquo; retention, success, and preparedness for the job market. In engineering education, maker spaces have become popular in the last ten years in universities as well as community colleges, high-schools and community innovation hubs. A large number of engineering colleges have allocated significant spaces, and at some universities entire buildings as maker spaces to be used for curricular and extracurricular activities. Success stories of these types of spaces are well documented. This paper describes the activities and programs held at Tennessee Tech University&rsquo;s maker space called &lsquo;iMakerSpace.&rsquo; These accomplishments include several workforce development activities. The impact and effectiveness of the iMakerSpace is evaluated through analysis of survey data.

Social Recourses of the Population under Conditions of Losing Economic Stability

2015 ◽  
pp. 86-99 ◽  
Author(s):  
E. Avraamova ◽  
T. Maleva
Keyword(s):  
Economic Development ◽  
Social Policy ◽  
Social Development ◽  
Safety Margin ◽  
Economic Stability ◽  
Socio Economic Development ◽  
Development Stability ◽  
Made In

The loss of country’s socio-economic development stability puts on the agenda the problem of finding solutions contributing to the maintenance of Russian households’ welfare. The authors believe that these solutions lie in the broader area than applying various instruments of monetary support. The most effective solutions are related to the actualization of own resources of households that can act as a safety margin as well as a source of social development. The attempt to evaluate the households’ resource provision and highlight the significance of each resource enabling or creating barriers to the growth of households’ welfare is made in this article. On the basis of received conclusions social policy areas directed at preserving or enhancing the welfare are defined.

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