ERIC Number: ED359227
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Training To Be Competitive: Developing the Skills and Knowledge of the Workforce. Policy Information Report.
Barton, Paul E.
The extent of worker training in the United States is described, with information about the literacy level of job seekers. Major policy options available for increasing the investment in skills and literacy are discussed. Most data come from surveys by the U.S. Department of Labor. Data indicate that 2 of 5 workers received skill-improvement training, with this training concentrated in the 35- to 54-year-old group. Those who already had the most information, however, were those who had already received the greatest education. One in three workers received neither training to qualify for the job they held nor training to improve skills. Information training has long been the largest source of skill-improvement training, but formal programs are on the increase. A sample of 20 million participants in unemployment insurance programs or other job training programs was given an assessment of prose, document, and quantitative literacy. Results document the need for additional literacy training for large sections of the job seeking population. The knowledge base about investment in training is weak, but less appears to be spent on training in the United States than in competing countries. Employers apparently spend very little of the training budget on remedial education for workers. Different ways of increasing the training budget are discussed. Twelve figures and two tables present information from the various studies. (SLD)
Descriptors: Adult Literacy, Economic Factors, Employer Employee Relationship, Employment Qualifications, Information Literacy, Job Applicants, Job Training, Labor Force Development, Literacy Education, National Surveys, Retraining, Skill Development, Vocational Education
Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 ($6.50 quantity discounts).
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.