In many parts of California, community colleges aren’t reaching “the people who are most in need of education and technical training charges California Competes. The state will need ”2.3 million additional degrees . . . to have an engaged citizenry and robust economy.”
The group’s interactive online map shows community college enrollment by zip code and educational need. Adults with a high school diploma or less are underserved, the nonprofit group argues.
The California Competes Council recommends financial incentives for colleges that raise enrollment in high-poverty, high-unemployment areas. In addition, the council suggested collecting and analyzing enrollment data in all open-enrollment institutions, including adult education, for-profit and nonprofit colleges and UC/CSU extensions.
Community colleges should reach out to high-need students, said Robert Shireman, executive director of California Competes. Technical training may be a bigger draw than transfer to earn a four-year degree, he said.
In 2000, 38 percent of Americans age 25 to 34 had a degree from a community college or a four-year institution, putting the nation in fourth place among its peers in the OECD. By 2011, the graduation rate had inched up to 43 percent, but the nation’s ranking had slipped to 11th place.
More than 70 percent of Americans enroll at a four-year college — the seventh-highest rate among 23 nations tracked by the OECD. But less than two-thirds earn a degree. “Including community colleges, the graduation rate drops to 53 percent,” reports the New York Times. “Only Hungary does worse.”
A bachelor’s degree is worth $365,000 for the average American man and $185,000 for a woman over a lifetime, the report estimates. Four-year graduates earn 84 percent more than high school graduates, on average. A graduate with an associate degree makes 16 percent more.
While Europe is turning out many college graduates, unemployment and underemployment are high for young people. In Spain, a part-time job at Starbucks is considering a coup.
The U.S. “is one of the world’s biggest spenders when it comes to education,” but is not keeping up with other nations, according to the OECD. “In the 1960s and 70s, the U.S. was way ahead of any other country… but other countries have done a lot better at getting their resources where they will make the most difference,” said Andreas Schleicher, an education policy adviser to the OECD.
The United States spent an average of $15,171 per student in 2010, factoring in college and job training, the highest in the world. (That includes $11,000 per elementary student and more than $12,000 for each high school student.) Switzerland spent $14,922 per student, while Mexico averaged only $2,993. The average OECD nation spent $9,313.
When Work Disappears for all but the well-educated elite, what happens to society? asks Megan McArdle in The Daily Beast.
In much of the industrial world, it seems to be increasingly difficult for people to earn a decent living without a fairly elite set of skills . . .
It’s impossible to look at what’s happening to the bottom half of American society and not worry. Some of the breakdown is cultural–a fraying of the basic ties that keep people connected and cared for. Some of it is economic, the disappearance of steady employment that allows people to do the bourgeois work of planning for the future. And in some ways, those trends are reinforcing each other. A community cannot insist that its members work hard and plan for the future if there are no jobs available; the resulting erosion of work and education ethics makes unemployment worse.
Education — sending more kids to college, retraining people for new jobs –no longer seems to be the solution, she writes. College graduates are having trouble finding “solid employment.” Instead of making the workforce more productive, “we may just be forcing people to jump over a higher bar to gain access to a shrinking number of jobs.”
George Will also worries about the growing educational and economic divide.
Today, the dominant distinction defining socioeconomic class is between those with and without college degrees. Graduates earn 70 percent more than those with only high school diplomas. In 1980, the difference was just 30 percent.
Soon the crucial distinction will be between those with meaningful college degrees and those with worthless ones.
Education may not be the great equalizer, Will writes. ”Jerry Z. Muller, a Catholic University historian, argued in the March-April 2013 issue of Foreign Affairs that expanding equality of opportunity increases inequality because some people are simply better able than others to exploit opportunities. “
Nursing “pays well, and people will always require health care, so there will always be a need for nurses,” says Amber Tench, who’s working on an associate degree in nursing at North Georgia Technical College. But new RNs are having trouble finding jobs, reports Georgia Health News.
More than one-third of newly licensed RNs graduating in 2011 had not found employment four months after graduation, according to a September 2011 survey of more than 3,700 new RN grads by the National Student Nurses Association.
Eighty percent of the grads said employers were hiring only RNs with at least two years of experience; 70 percent said the market was flooded with new graduates like themselves; 45 percent encountered hiring freezes; and 20 percent said that even previously employed RNs were being laid off.
On allnurses.com, new graduates complain that they can’t get started in their profession.
“I’m working at a retail store in the mall.”
“Out of the seemingly hundreds of applications I’ve put in, I’ve had only two interviews, neither of which worked out. At this point, I’m feeling pretty hopeless and really just need a job.”
“Help!!! I’ve tried hospitals, nursing homes, and doctors’ offices. I’ve stayed up all night crying about this for months, and I feel like by the time I do finally get a job I’ll practically [have forgotten] everything I’ve learned!”
New RNs are volunteering in hospitals to gain experience in hopes of qualifying for a job.
Because of the weak economy, fewer nurses are taking time off to raise children; older nurses are postponing retirement. While the Bureau of Labor Statistics projects a strong demand for RNs and other health-care workers in coming years, brand-new graduates want to start working now.
It’s better in to live in your mother’s basement, drink beer and play video games all day than to major in English or sociology, go into debt and then live in the basement, says Aaron Clarey, author of Worthless: The Young Person’s Indispensable Guide to Choosing the Right Major.
Discouraged by long-term unemployment, more Americans are dropping out of the workforce, at least for awhile, reports AP. Some are taking early retirement or applying for disability benefits. Others are enrolling in community college — or graduate school — in hopes of returning to the job market with stronger skills.
. . . the number of Americans in the labor force — those who have a job or are looking for one — fell by nearly half a million people from February to March, the government said Friday. And the percentage of working-age adults in the labor force — what’s called the participation rate — fell to 63.3 percent last month. It’s the lowest such figure since May 1979.
The unemployment rate dropped to a four-year low of 7.6 percent in March from 7.7 in February, but only because people who’ve stopped looking for a job aren’t counted as unemployed. The unemployment rate would have risen to 7.9 percent in March if 496,000 workers hadn’t given up their job search.
Even Americans of prime working age — 25 to 54 years old — are dropping out of the workforce. Their participation rate fell to 81.1 percent last month, tied with November for the lowest since December 1984.
. . .Young people are leaving the job market, too. The participation rate for Americans ages 20 to 24 hit a 41-year low 69.6 percent last year before bouncing back a bit. Many young people have enrolled in community colleges and universities. That’s one reason a record 63 percent of adults ages 25 to 29 have spent at least some time in college, according to the Pew Research Center.
Doug Damato, 40, who lives in Asheville, N.C., lost his job as an installer at a utility company in February 2012. That fall, he began studying mechanical engineering at Asheville-Buncombe Technical Community College. When his unemployment benefits run out in July, he hopes to find a night job so he can complete his degree.
Recent four-year college graduates are struggling in the job market, but it’s a lot worse for job seekers with only a high school diploma or associate degree, concludes a Pew report.
Before the recession, just over half of young adults with a high school degree (HS) were employed, compared to almost two-thirds of those with an associate degree (AA) and nearly three-fourths of those with a bachelor’s degree (BA).
Job losses during the recession made existing employment gaps even worse. The employment declines for those with HS and AA degrees were 16 and 11 percent, respectively, compared with 7 percent for those with a BA degree.
Pew did not find “a sharp increase” in four-year graduates taking low-skill or low-wage jobs — or going to graduate school.
The “skills gap” is no big deal now — but it could be in the future, if we don’t take steps to train new workers, writes Harold Sirkin, a Boston Consulting Group partner, in Businessweek.
The shortage of skilled welders, machinists, and industrial machinery mechanics represents less than 1 percent of U.S. manufacturing workers, Sirkin estimates. Only seven states and five cities – Baton Rouge, Charlotte, Miami, San Antonio, and Wichita — have significant shortages.
However, that could change in the next 10 years as manufacturing grows and baby boomers retire. The average high-skilled manufacturing worker in the U.S. is 56 years old, according to government data.
Technical and community colleges are working with employers to train workers in some parts of the country, Sirkin writes.
In Georgia, for example, a program called Quick Start provides companies with customized workforce training and retraining, free of charge, in partnership with the state’s technical colleges.
Here in Chicago, the Austin Polytechnical Academy teaches students all aspects of industry and has its own manufacturing training center.
“Most high-skill manufacturing jobs require only a high school education and on-the-job training,” yet few companies recruit in high schools, Sirkin writes. And manufacturing doesn’t appeal to young people seeking bachelor’s degrees, even though half of recent college graduates are unemployed or underemployed.
The question we need to ask bright young people today is this: Would they be better off with a college degree in mass communication, “poli sci,” or sociology that gets them a job as a retail clerk or waiting tables, or would they be better off with a real skill that qualifies them for a high-paying manufacturing job?
After years of high unemployment and rising college costs, students are wising up about borrowing for a degree in what we used to call “fuzzy studies.” But advanced manufacturing — and other technical careers — may not be open to students with weak math and science skills.