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THE GREENING OF REGISTERED APPRENTICESHIP: An Environmental Scan of the Impact of Green Jobs on Registered Apprenticeship and Implications for Workforce.

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Presentation on theme: "THE GREENING OF REGISTERED APPRENTICESHIP: An Environmental Scan of the Impact of Green Jobs on Registered Apprenticeship and Implications for Workforce."— Presentation transcript:

1 THE GREENING OF REGISTERED APPRENTICESHIP: An Environmental Scan of the Impact of Green Jobs on Registered Apprenticeship and Implications for Workforce Development

2 Agenda  Introduction  Goals & Objectives  Stakeholders Interviewed  Stakeholder Industry Assessment  Training & Education Impacts  Strategic Partnerships & Collaboration  Conclusion  Next Steps

3 Goals and Objectives  Impact of green on select industries  Role of apprenticeship in “green jobs”  How have RA stakeholders modified training to meet new green needs?  Partnering successes between RA, workforce system, education & others in the green economy.  Best practices in pre-apprenticeship & activities to train dislocated workers  Not a comprehensive review of green jobs nor attempts to define green jobs.

4 Represent leadership from range of industries likely to be impacted by green including: building and construction; transportation; advanced manufacturing; building services; and electrical utilities  ABC  HBI/NAHB  IEC  IBEW/NJATC  IUOE  LIUNA-AGC  NIMS  Seafarers  SEIU  SMWIA  UA  UBC  UPS  UWUA Stakeholders Interviewed

5 ASSESSING THE IMPACT OF GREEN IN SELECT INDUSTRIES

6 How are green technologies, processes and materials impacting selected industries?  Industries continue to meet the demands of the green economy by implementing changes to processes, materials & technologies  Key relationships with vendors, manufacturers, colleges & research institutions keep industries on the cutting-edge.  Organizations communicate social benefits of green to new and existing members Stakeholder Industry Assessment

7  HVAC and plumbing have shifted the industry to gray water systems, low-flow fixtures, solar heating systems and other new technologies and products.  Fundamental skills remain relatively unchanged.  Relationships with vendors critical  Partnership with Washtenaw Community College allows apprentices to earn college degrees  Transforms public and potential recruits’ view of critical industry Industry Spotlight

8 How is green changing occupations and occupational structures in these select industries? Stakeholder Industry Assessment  Future employment growth but minimal impact on existing occupational structures;  Entry opportunities in green jobs should lead to long-term, sustainable careers.

9 Industry Spotlight “Most of the residential construction trades will be impacted. The skills of carpenters, electricians, plumbers, HVAC, brick masonry will all change in some way and how they interact and affect each other will need to be coordinated… Builders need to know green building practices in order to stay competitive. It’s about looking at what makes a house work more efficiently and applying new technologies.” Fred Humphreys, NAHB/HBI

10  HBI/NAHB, UBC emphasized that skills required for solar panel installation should be incorporated into existing construction trades rather than evolving into a separate occupation. Industry Spotlight

11 What are the key green opportunities for occupational growth? Stakeholder Industry Assessment  Industries prepping for occupational growth are focused on the need for materials & technologies (manufacturing) as well as energy transmission (utilities).  Anticipated occupational growth will be driven by specific green trends and will vary geographically, leading to targeted sector strategies;

12  UBC, IBEW, HBI/NAHB, SMWIA are all working in various capacities around solar panel installation.  roofer, utility worker, sheet metal worker, electrician, laborer  LIUNA has identified weatherization technician installers, supervisors, and energy auditors as new occupations. Industry Spotlight

13 THE IMPACT OF GREEN ON TRAINING AND EDUCATION REQUIREMENTS:

14 How are organizations modifying training and education activities in relation to green jobs and green technologies?  Seamless approach to training their future workforce & updating skills of existing workers to meet the market demand. Stakeholders engage vendors, academic institutions & Federal agencies to contribute to the training and R&D efforts. Training and Education Requirements

15  NECA/IBEW/NJATC has developed renewable energy curriculum and updated both journeyworker upgrade and apprenticeship training materials, primarily in the solar and wind areas. Industry Spotlight

16 What role will apprenticeship play in preparing skilled workers for green-collar jobs?  Primary training vehicle for green-collar job opportunities for these select industries.  Programs have the opportunity to conduct outreach & recruit socially- conscience new workers (often youth) Training and Education Requirements

17  For UA to raise awareness about green to its existing and potential workforce as it relates to HVAC and plumbing, they sponsor a green training trailer known as the HVAC Mobile Green Classroom that provides information on the latest green technology and hands- on training opportunities. Industry Spotlight

18 What types of changes are being made to existing apprenticeship programs to accommodate the new emphasis on green?  Developing a variety of curriculum components based on green.  Utilizing a wide-range of training methods to address greener practices, materials & technologies. Training and Education Requirements

19  SEIU has developed green building classes that cover energy usage, water conservation, green cleaning and maintenance, and a variety of other topics. Industry Spotlight

20  LIUNA has created a comprehensive weatherization training program. Courses teach:  skills for weatherization technician, energy auditor or supervisor.  Other courses cover general construction, safety and environmental hazards, and life and employability skills. Industry Spotlight

21 What is the role and scope of pre-apprenticeship in preparing the next generation of workers for a green economy?  Provide a sustainable pathway out of poverty.  Need to further link pre- apprenticeship and apprenticeship.  Emerging need for multi- disciplinary pre- apprenticeship programs to address commonalities around green. Training and Education Requirements

22  UWUA has two pre- apprenticeship programs in California and Massachusetts entitled “Intro to the Utility Industry.”  The program includes leadership development & diversity components and is comprised of mostly women and minorities. Industry Spotlight

23  NECA/IBEW/NJATC (in partnership with other LMOs) is developing a multi-disciplinary pre- apprenticeship program that will teach skills such as:  safety, math, blueprint reading and allow students to explore occupations and ultimately enter into desired apprenticeship programs. Industry Spotlight

24 STRATEGIC PARTNERSHIPS AND COLLABORATIONS TO MEET “GREEN” CHALLENGES

25 What kind of partnerships are developing around green jobs and technologies?  Partnering with:  national organizations and Federal agencies to address diverse but shared policy interests.  With start-ups and R&D hubs at universities to stay on cutting-edge  Advocacy groups & community-based organizations Partnerships and Collaborations

26 “We are engaged nationwide. We have over 350 Metalworking Technical Committees with at least three manufacturing companies on each; some with companies. Our stakeholders have over 6,000 companies.” NIMS Executive Director Stephen Mandes : Industry Spotlight  NIMS has over 350 active partnerships to ensure training meets industry demand

27 How & to what extent are pre- apprenticeship efforts & collaborations being used to increase the pipeline of workers for green jobs?  Localized pre- apprenticeship training partnerships are crucial to preparing applicants for RA programs.  Showcase the many green elements that exist in these occupations  prefer a structure for pre- apprenticeship that would establish direct linkages with RA programs. Partnerships and Collaborations

28  SMWIA’s Local 18 in the Milwaukee/Racine area of Wisconsin works with the Partnership for Working families Industry Spotlight

29 What types of activities are occurring to an effort to retrain dislocated workers from other industries?  While most stakeholders are focused on the re- employment of their existing members, there are isolated examples of re- employment efforts that could be expanded.  Many stakeholders are engaged in veteran re- employment activities. Partnerships and Collaborations

30  UBC sees significant opportunities for re- employment in solar panel installation, an occupation that requires a great deal of welding. Consequently, UBC is actively recruiting dislocated welders from other industries and preparing them for job opportunities. Industry Spotlight

31  UWUA is working to transition dislocated workers from the auto and aerospace industries into various jobs including auditor, cable splicer, overhead lineman, and weatherization technician positions.  SEIU’s Public Services Division is developing plans to re-employ dislocated park service employees in landscaping, roofing, and water management jobs in public buildings. Industry Spotlight

32 CONCLUSIONS

33 1 Conclusions Polices and Investments in green jobs should lead to long-term sustainable careers with emphasis on rebuilding America’s middle class 2 Registered Apprenticeship is at the nexus of the green economy. 3 In order to meet rapidly changing market demands, Registered Apprenticeship stakeholders are taking advantage of newer, more flexible training approaches. 4 Pre-apprenticeship programs and clearly defined occupational career ladders can provide pathways out of poverty and further engage traditionally hard-to-reach populations in the green- collar economy. 5 New and innovative partnership models have evolved in order to embrace the changing needs of our global and green economy. 6 Great opportunities exist for widespread, systemic partnerships between Registered Apprenticeship and the education and public workforce system.

34 QUESTIONS/COMMENTS?


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