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"In the past, West Virginia's energy sector was primarily based on mining and combusting coal for industry or electricity. In recent years, the production and industrial application of natural gas and natural gas liquids from shale resources have increased demand for workers in the energy sector. In 2013, the National Energy Technology Laboratory (NETL) asked RAND to work closely with the Community and Technical College System of West Virginia (CTCS) to develop a strategy for energy-sector employers and education and training institutions to collaborate to ensure that the local talent pool is prepared to enter the workforce with the competencies to fill energy-sector jobs now and in the future. To develop that strategy we examined data from the Occupational Information Network (O*NET) and interviewed energy-sector employers in West Virginia to determine the key knowledge areas, skills, and abilities required of energy-sector employees across the country and within West Virginia. We then analyzed data from the West Virginia Higher Education Policy Commission, interviews with representatives of academic and training providers within CTCS, apprenticeship programs, a regional Workforce Investment Board (WIB), and CTCS students enrolled in energy-related programs to determine whether education and training is aligned with the sector's needs and what may impede such alignment. We conducted a national review of promising practices from training provider-employer partnerships across the United States. Based on this analysis, we developed ten recommended action items CTCS and other regional stakeholders can implement to support a well-aligned and coherent energy-sector workforce-development pipeline."--Back cover.
Energy industries --- Community college graduates --- Skilled labor --- Labor supply --- Vocational education --- Occupational training --- Labor & Workers' Economics --- Business & Economics --- Supply and demand --- Employees --- Training of --- Effect of education on --- Job training --- Manpower development and training --- Manpower training programs --- Vocational training --- Education, Vocational --- Work experience --- Labor force --- Labor force participation --- Labor pool --- Work force --- Workforce --- Industries --- Power resources --- Education --- Training --- Education and training services industry --- Practice firms --- Technical education --- Labor market --- Human capital --- Labor mobility --- Manpower --- Manpower policy --- Labor --- College graduates
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"As part of its effective-teaching initiative, Intensive Partnerships for Effective Teaching, the Bill & Melinda Gates Foundation has partnered with three urban school districts across the United States and a group of four charter management organizations to undertake a set of strategic human-capital reforms. The reforms are intended to improve teachers' overall effectiveness and to ensure that low-income minority (LIM) students have access to highly effective teachers. Lack of access to effective teaching has been identified as a possible contributor to the well-documented achievement gap between LIM students and their more-advantaged peers. This report attends to the distribution of effective teachers within and across schools in the Intensive Partnership sites. The authors first examine the trends in the distribution of effective teachers between LIM students and other students. They also examine whether any of a variety of mechanisms can explain changes in LIM students' access to effective teaching. These mechanisms include increasing the percentage of LIM students whom effective teachers teach, increasing the effectiveness of teachers with large percentages of LIM students, and replacing less effective teachers of LIM students with more-effective teachers."--
Education --- Teacher effectiveness --- Effective teaching --- Educational change --- Research --- United States.
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