Responding to the recent split in the US labor movement, this paper aims to argue that learning must become an integral part of a progressive union devoted to organizing.
Abstract
Purpose
Responding to the recent split in the US labor movement, this paper aims to argue that learning must become an integral part of a progressive union devoted to organizing.
Design/methodology/approach
This paper traces the evolution of vocational education in US industrial unions and critiques it in light of the challenges facing labor today.
Findings
The paper finds that vocational education in US industrial unions is a negotiated benefit aimed at meeting the instrumental needs of individual union members. The evolution of this model was inevitable given the US labor relations context within which it emerged. However, significant changes in US political economy call for a new model of vocational education in unions. Rather than learning as a service, Learning to Organize challenges unions to put learning in service of the broader, collective aim of renewed labor power.
Practical implications
The paper shows that union leaders need to reframe their views of vocational learning and its role in unions. Union vocational and labor educators can help leaders to both broaden the vocational learning agenda and link worker engagement in vocational learning to strategic planning, policy development, and everyday operations inside unions.
Originality/value
The paper offers ideas on how to mobilize unions' extensive vocational education resources in support of broader worker engagement and a new strategic agenda inside of US unions.
Details
Keywords
The aim of this paper is to review the policy literature on green jobs and green jobs training in the USA and to present findings of a qualitative study on the start-up of two…
Abstract
Purpose
The aim of this paper is to review the policy literature on green jobs and green jobs training in the USA and to present findings of a qualitative study on the start-up of two Energy Training Partnerships (ETP) funded by the US Department of Labour to train workers for green jobs.
Design/methodology/approach
The paper includes a review of the policy literature, document reviews, and interviews with administrators, employers, educators, workforce officials. The literature presumes green jobs training will help create jobs and that these jobs will provide opportunities for the poor. This study examined these propositions within the context of the ETPs.
Findings
Stakeholders faced challenges related to a misaligned infrastructure, lack of synchronization in the labour market, and workforce gaps. They responded by coordinating available resources in innovative ways. Though many policy propositions were confirmed, the premise that green jobs are a pathway of poverty was not. Entry requirements were high and programmes lacked funds for long-term education.
Research limitations/implications
Because the sample was small and little was known about the nature of emerging jobs, more research is needed on green jobs and their skill requirements.
Practical implications
The study found that coordination on the policy and programme levels helped stakeholders respond to challenges. Also, new opportunities for the poor may be realized by embedding short-term training in a broad continuum of education and strategically linking both to economic development activities.
Originality/value
Little is known about how training aligns with emerging industries. This study helped fill this gap by examining how stakeholders responded to the demands of the green sector.