Innovations in Labor Market Information and Their Application: Applications for Workforce Programs. A Greenways Action BriefReportar como inadecuado




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Jobs for the Future

With funding from the Joyce and Lumina foundations, Jobs for the Future (JFF) launched Credentials that Work to help postsecondary institutions, regions, and states align their occupational training programs to changing market demands. This initiative incorporates innovations in real-time labor market information in guiding institutions to better align education and training investments with the needs of regional economies. Real-time data draw on current information and signals from the labor market to help improve the understanding of hiring trends and employer demand, including certifications and skill requirements. Through Credentials that Work, JFF and participating community colleges seek to advance the use of a combination of traditional and real-time LMI in institutional decision making. This action brief draws on Innovations in Labor Market Information and Their Application, a workshop presented at the GreenWays to Good Jobs Peer Learning Conference, Milwaukee, Wisconsin, February 29, 2012. It provides an overview of Credentials that Work and demonstrates the application of real-time LMI by workforce partnerships supported by GreenWays. Reflecting the green jobs backdrop of the conference, examples and suggestions indicate how job developers can use LMI resources to acquire a more robust understanding of their local green economies. (Contains 1 table, 3 figures and 3 footnotes.)

Descriptors: Credentials, Job Training, Labor Force Development, Labor, Labor Market, Innovation, Alignment (Education), Colleges, Job Skills, Employment Qualifications, Environmental Education, Employment Opportunities, Employers, Labor Supply, Labor Needs, Transfer of Training

Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info[at]jff.org; Web site: http://www.jff.org





Autor: Milfort, Myriam; Kelley, Jeremy

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2570&id=ED535789







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