In to participate in more-school-to-work programs at

In America, the skilled labor force
has been decreasing over the years and it has been affecting the economy and
the prosperous of America’s growth. As a result of the vast medical treatment
and technology spree that has revolutionized our world, it has drastically
increased the population size to exponentially grow. As the exponential growth
of the people is increasing the demand of needing a place to live is
increasing. The demand for living areas is correlated to skilled labors needed
to get the job done, but since there is a decrease in the number of skilled
labors construction is dropping.

In order to combat this problem in
the long-term, the focus should be centralized around education. The reason for
this is because there has been data which reveals a rise in numbers of people
seeking a higher education thus killing the construction trade education
programs in the United States. Therefore redeveloping the students’ interest
and having them be able to participate in more-school-to-work programs at the
high school level would spark an interest and open their mind to not only white
collar jobs but blue collar jobs. Examples of school-to-work-program could be
having local contractors that can provide in-school construction classes and
help them gain the ability to receive a traditional classroom teaching in
conjunction with construction sites visits and instructions. Not to mention,
having more access to labor internships where students can get paid for working
and learning at the same time at a small or big company that teaches them the
process of their work whether it is construction, painter, plumber, etc. to
gain more hands-on knowledge. The majority, of the students who desire to work
in the labor force, are pressure down by families to pursue a greater paying
job that would bring economic stability. Therefore, having more beneficial
opportunities for labor force would increase the number of people attending
labor workforce. For instance, providing a greater amount of scholarships and
bonuses would spark an interest in students finding a career in a labor
workforce.

Furthermore, reform the Carl D.
Perkins Career and Technical Education Act to better suit everyone to be
influenced by the labor force. The Carl D. Perkins Career and Technical
Education Act is primarily dedicated to the federal funding source for career
and technical education (CTE) programs. CTE refers to programs that offered at
the secondary or postsecondary level that combine academic instruction and
occupational skills training to prepare individuals for a transition to a
higher education or workplace.1 Also, the CTE program allows
earning stackable industry-recognized credentials along career pathways
allowing participants to earn the labor market quickly while maintaining the
option to further their education and training to enhance career prospects and
earning.2 Although, it must be
revised to ensure programs of study model works for all learners because the
Perkins created the Program of study which moves secondary students through
secondary and postsecondary courses to a specific industry or sector eventually
leading to a targeted postsecondary credential. Based on this motives the
Program of Study lacks access points for out of school youth, dislocated
workers, or low skilled adults and including the individuals that may not
attain a high school diploma or an equivalence. As the National Skills
Coalition stated, “There must be multiple points of entry for adult
learner that may include Adult Basic Education with CTE, or developing career
pathways for CTE that begin at the postsecondary level.”

Besides the Carl D. Perkins Career
and Technical Education Act needing improvement, the Workforce Investment Act
(WIA) as well. The Workforce Investment Act’s funded programs are designed to
help unify a fragmented set of employment and training programs and create a
universal system or in other words a one-stop shop with local centers that can
serve all job seekers needs, particularly those who are low skill, low income,
and unemployed. Even though the program simplified the delivery of federal
employment and training service, the system as a whole has not resolved the
increasing demand of postsecondary level skills in the U.S economy nor the
complexity of the labor market. It is seen that the WIA focuses on the
short-term crisis instead of counseling workers and helping them receive the training
and education they need for the long-term. It is estimated that forty percent
of funds are invested in training, and it is unclear how many credentials this
investment actually produces. Not to mention the program only provides very
little career counseling support to job seekers. Overall, the problem with
Workforce Investment Act can be modified to resolve the main three priority
areas that Congress should make changes. The first change is refocusing
performance measurements on degree attainment meaning that the WIA system needs
to build working learners’ incremental bridge to college credit and
occupational credentials as the learner improve their education over time.
Second change needed is strengthening career counseling services by building on
research on successful career counseling programs as well as existing national
and international skills standards for career professionals. Lastly, the
Congress should improve the local workforce boards by creating a minimum of
twenty percent board representation for individual working learner or community
organizations that understand worker needs but are not in the business of
training services.

Another solution to increase labor
skill is by allowing immigrants to enter the United States to work. The idea of
permitting immigrants from other countries to enter the United States has been
around since World War. Immigrants should be considered the conflict of labor
skill shortage because for one immigrant bring skill sets that are critical for
the U.S. economy, especially in projected growth industries. Another thing to
consider is that immigrants have their own language skills and international
linkages that opens new global business and trade opportunities. For instance,
statistics stated that the immigration boosts trade with a ten percent increase
in a country’s number of immigrants increasing the volume of trade by about 1.5
percent.