Analysis of the West Virginia
Employment and Training
Environment
Ron Grimes – July 25, 2012
Purpose
This analysis was designed to
determine if the current West Virginia
Department of Education’s Career
Technical Education (CTE) programs
and the West Virginia Community and
Technical College System (CTC)
programs align with the State’s current
and projected workforce needs and
where opportunities for seamless
career technical pathways exist.
The study attempted to answer the
following questions:

What is the education/training levels
required of the current and projected
West Virginia workforce?

What are the current and projected
employment needs and labor supply
within the West Virginia Labor Shed
organized around the Federal Career
Clusters and Pathways?
The study attempted to answer the following
questions:


Is there an oversupply or gap in preparing
the workforce within the Career Pathways
based on the number of annual CTE and
CTC graduates?
Which Career Pathways need greater or
less emphasis based on projected demand
and trained labor supply?
The study attempted to answer the following
questions:

Which education and training programs
are the best candidates for the
development of seamless career pathways
between CTE and the CTCs?
Databases

Current and projected employment data were
obtained through the Occupational
Employment Statistics Report prepared by the
United States Department of Labor, Bureau of
Labor Statistics and the West Virginia
Department of Labor

The Standard Occupational Classification (SOC)
codes and Classification of Instructional
Programs ((CIP) codes were utilized to
crosswalk to the U.S. Department of
Education’s (USDOE) Career Clusters and
Pathways
Databases

(CTE) completer data were provided by
the West Virginia Department of
Education (WVDE), Division of Technical
and Adult Education, Office of Career and
Technical Accountability and Support.
Databases

Information from the National Center for
Education Statistics (NCES) , Integrated
Postsecondary Education Data Systems
(IPEDS) and Higher Education Policy
Commission (HEPC) was utilized to
determine the completer data for public
West Virginia colleges offering Certificate
and Associate Degree programs
Databases

Information from the National Center for
Education Statistics (NCES) , Integrated
Postsecondary Education Data Systems
(IPEDS) and Higher Education Policy
Commission (HEPC) was utilized to
determine the completer data for public
West Virginia colleges offering Certificate
and Associate Degree programs
Findings
Job Zone 1 (high school diploma or GED)
– 12.7% of the current workforce, 12.1%
of the projected workforce and 14.2% of
the projected annual job openings
 Job Zone 2 (high school diploma and CTE
work skills) – 30.6% of the current
workforce, 29.0% of the projected
workforce and 26.1% of the projected
annual job openings

Findings
Job Zone 3 (advanced CTE, credentials, or
Associate Degree) – 25.8% of the
current workforce, 25.6% of the
projected workforce and 24.0% of the
projected job openings
 Job Zone 4 (4-year degree) – 23.4% of
the current workforce, 25.3% of the
projected workforce and 37.6% of the
projected annual job openings

Findings

Job Zone 5 – 7.6% of the current
workforce, 7.9% of the projected
workforce and 8.0% of the projected job
opening
Federal Clusters and Pathways
Agriculture, Food and Natural Resources
(Non Farm Only)
 Architecture and Construction
 Arts, Audio/Video Communications
 Business, Management and Administration
 Education and Training

Federal Clusters and Pathways
Finance
 Government and Public Administration
 Health Services
 Hospitality and Tourism
 Human Services
 Information Technology
 Law, Public Safety, Corrections and
Security

Federal Clusters and Pathways
Manufacturing
 Marketing
 Science, Technology, Engineering and
Mathematics
 Transportation, Distribution and Logistics

Federal Clusters and Pathways
Manufacturing
 Marketing
 Science, Technology, Engineering and
Mathematics
 Transportation, Distribution and Logistics

Conclusions
 The
following career pathways
need increased focus by public
school career and technical
education and/or the
community and technical
colleges:
Conclusions

Career and Technical Education (CTE)
◦
◦
◦
◦
◦
◦
◦
◦
◦
Food Products and Processing Systems
Telecommunications (line installers/repairers)
Restaurant and Food/Beverage Services
Lodging
Early Childhood Development and Services
Production and Logistics
Inventory Control
Transportation Operations
Warehousing and Distribution Center
Operations
Conclusions

Community and Technical Colleges
(CTCs)
◦
◦
◦
◦
Animal Systems
Audio and Video Technology and Film
Management
Business Financial Management and
Accounting
◦ Human Resources
◦ Teaching and Training
Conclusions

Community and Technical Colleges
(CTCs)
◦
◦
◦
◦
◦
◦
◦
Financial and Investment Planning
Recreation, Amusements and Attractions
Counseling and Mental Health Services
Family and Community Services
Consumer Care Services
Network Systems
Correction Services
Conclusions

Community and Technical Colleges
(CTCs)
◦
◦
◦
◦
◦
◦
Emergency and Fire Management Services
Law Enforcement Services
Maintenance, Installation and Repair
Manufacturing Production Process
Engineering and Technology
Science and Mathematics
Conclusions

Both CTE and CTCs
◦
◦
◦
◦
◦
◦
◦
Environmental Service Systems
Construction
Maintenance Operations
Visual Arts
Marketing and Communications
Administrative and Information Support
Banking and Related Services
Conclusions

Both CTE and CTCs
◦ Insurance Services
◦ Government and Public Administration (all
pathways)
◦ Personal Care Services
◦ Security and Protective Services
◦ Legal Services
◦ Buying and Merchandising
◦ Professional Sales and Marketing
Conclusions

The data indicate it would be logical to
focus the career and technical education
and community and technical colleges’
efforts on creating seamless career
pathways in those education/training
areas that require attention at both levels
(areas with the most critical training gaps
and logical career progressions).