Use updated occupational education and retraining programs, including cooperative on-the-job instruction, to re-employ workers displaced by technological change¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The monograph recommends continuous programs of job training as prime importance for private and public enterprise and individual workers, stating that "Widely varied and accepted occupational education and re-training are the keys to continued high employment." It specifies cooperative programs involving on-the-job instruction and relevant classroom experiences through which displaced workers can achieve proficiency and appropriate attitudes for re-entry into work, and predicts government will assume much of the cost of retraining.

Design Implications¶

Context¶

Requirements¶

• Continuous expenditures of large sums of money and sacrifice and commitment of employers and employees

Constraints¶

• The article notes employment for new and displaced workers is not as readily assured as many assume

Target Learners¶

• displaced workers and vocationally ill-prepared adults

Target Learning Goals¶

• occupational re-entry skills and attitudes for a changing labor market

Claims¶

• HSE learners and workers most wanted more information, skills translation services, job training, mentorship, and money during transitions [+W]

Related Strategies¶

• Establish continuing one-to-one specialist relationships so expert skills transfer to the tribe
• Use employer-based earn-and-learn apprenticeship as a workforce training pathway outside traditional construction occupations
• Expand Pell Grant eligibility to short occupational programs as a strategy for helping displaced workers and low-income adults earn credentials quickly
• Support employee professional learning about AI through onboarding, transparency, direct tool access, and job-embedded training
• Retrain workers for occupations complementary to, rather than competing with, automation

Examples¶

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Key Sources¶

• Stadt, Ronald W.; Kenneke, Larry J. (1970). Teacher Competencies for the Cybernated Age. American Council on Industrial Arts Teacher Education. https://eric.ed.gov/?id=ED055227