来源类型 | Research Reports
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规范类型 | 报告
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DOI | https://doi.org/10.7249/RR2017
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来源ID | RR-2017-CHC
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| The Appalachia Partnership Initiative's Investments in Education, Workforce Development, and the Community: Analysis of the First Stage, 2014–2016 |
| Gabriella C. Gonzalez; Shelly Culbertson; Nupur Nanda
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发表日期 | 2017
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出版年 | 2017
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页码 | 23
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语种 | 英语
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结论 |
Horizontal Drilling and Hydraulic Fracturing Has Created a Need for Workers in Pennsylvania, Ohio, and West Virginia- In the long term, the tristate region has a strong need for workers with STEM-related skills.
- The Social Investment Team of the Chevron North America Appalachian Mountain Business Unit, the Allegheny Conference on Community Development, and the Claude Worthington Benedum Foundation launched the API in 2014 to meet the challenge of enhancing the STEM workforce the tristate area. The Grable Foundation and Catalyst Connection became members shortly thereafter.
Between 2014 and 2016, the API Began Investing in Initiatives Around STEM Education and Careers- The API began to support the acquisition of STEM-related skills among K–12 and adult students; engage industry in workforce development; and enlarge STEM-collaborative networks across 27 counties in the three states.
API Programs Incorporated Hands-On and Project-Based Instructional Models That Aimed to Improve Skills Acquisition- Programs operated in all 27 counties targeted by the API and had reached more than 70,000 people, mostly through K–12 STEM education opportunities.
- While programs engaged with industry leaders, few workforce programs focused specifically on transitioning workers.
API Can Further Its Vision for the Region by Broadening Regional Awareness of STEM Career Opportunities- API can strengthen its commitment to STEM teacher training and facilitate collaboration across program, government, university, and funder networks.
- To support the longer-term financial sustainability of programs, API could further leverage existing networks of STEM education and workforce development stakeholders; these networks offer opportunities to engage long-lasting sources of support within the region.
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摘要 |
- Continue to gauge participants' perceptions and awareness of STEM careers and API programs by implementing a survey.
- Map pathways between K–12 education and middle-skill jobs; career pathways are models that show which skills, degrees, and certifications can lead to specific STEM-related careers and middle-skilled jobs.
- Fill programming gaps, particularly through a coordinated strategy to promote stakeholder awareness of STEM careers, pre-service teacher training, and additional workforce development programs for dislocated and transitioning workers.
- Strengthen and expand networks of relationships with regional funders, with API serving as a strategic facilitator between funders and programs.
- Determine priority challenges for API to focus on solving, as a regional analysis of the most significant challenges facing K–12 STEM education and workforce development is missing.
- Sponsor tristate meetings for K–12 STEM education, similar to the Tristate Shale Summit that API leaders cosponsored.
- Focus on deepening connections among API workforce development programs.
- Craft a broad strategy for policy engagement to support tristate education and workforce development; now that API has established a track record, it is well positioned to develop and advocate for strategic policy goals at the state-, city-, or district-level for K–12 STEM education and workforce development.
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主题 | Employment and Unemployment
; Energy
; Engineers and Engineering
; Ohio
; Pennsylvania
; STEM Education
; Wages and Compensation
; West Virginia
; Workforce Development
; Workforce Management
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URL | https://www.rand.org/pubs/research_reports/RR2017.html
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来源智库 | RAND Corporation (United States)
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引用统计 |
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资源类型 | 智库出版物
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条目标识符 | http://119.78.100.153/handle/2XGU8XDN/108603
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推荐引用方式 GB/T 7714 |
Gabriella C. Gonzalez,Shelly Culbertson,Nupur Nanda. The Appalachia Partnership Initiative's Investments in Education, Workforce Development, and the Community: Analysis of the First Stage, 2014–2016. 2017.
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