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This publication shares findings from a WSI-conducted survey of pre-apprenticeship programs in the construction trades. Based on responses from 260 programs nationwide, the report presents information about program size, services offered, populations served, funding sources, and successes and challenges in placing trainees in apprenticeships or jobs. The impetus for the project was a desire to explore the capacity of the workforce system to prepare individuals--particularly low-income and minority job seekers--for jobs in the construction industry. It is hoped that the report will contribute to discussions about the need for investment in skills training and about ways to ensure that apprenticeships and construction-related jobs are open to more low-income, minority and women candidates. Following an introduction, the paper begins with a brief overview of the survey strategy, the response, and summary statistics on characteristics of the respondent pool. Within this section is reported the number and types of organizations that responded to the survey. Following this is a description of the number and characteristics of participants with whom pre-apprenticeship programs report working. It then describes the range of service programs report providing, including both training and non-training services. Next is described the construction industry segments that respondents target and discuss respondents' budgets and funding sources. Finally, the paper ends with a brief set of conclusions and some notes regarding opportunities for further research. Appendix A presents a list of project advisers and individuals consulted. Appendix B lists related resources on the construction industry. (Contains 21 footnotes.)

The rising cost of college education and high unemployment levels among recent college graduates are raising the question "Is college worth its cost?" in the minds of many Americans. A recent study published by the Associated Press found that one out of every two recent college graduates is jobless or underemployed, suggesting maybe college isn't worth the money. Yet, job losses in the recession and job gains in the early recovery tell a very different story. The marked global economic decline that began in December 2007, termed the Great Recession, severely damaged the economic progress of the United States. Employment gains of a decade were lost, sending January 2010 employment down to August 1999 levels. The Great Recession was the longest recession since World War II and recovery from it has been slow. By early 2012, only about half, 47 percent, of the jobs lost during the recession had been regained. Job creation is still insufficient to move the unemployment rate below 8 percent. The recession hit those with less schooling disproportionately hard--nearly four out of five jobs lost were held by those with no formal education beyond high school. At the other end of the spectrum, workers who had completed a four-year college degree or higher were largely protected against job losses during the recession and some high-education fields even had job gains. The job recovery has only increased the divide between the less-educated and more-educated: More than half of the employment increases have gone to workers with a Bachelor's degree or better, the rest of the gains to those with some college education or an Associate's degree. Even in the recovery, workers with only a high school degree or less have continued to lose jobs. At a time when college education is under attack from cost cutters and the increasing cost of college education is raising the question of whether postsecondary education is worth the money, the findings presented int this paper provide a compelling reason to say, yes. In jobs at every skill level and in many different occupations, the better-educated applicant has the edge. For workers, the findings point the way to acquiring the skills that the market needs and values. For students and their parents who are contemplating whether higher education is a good value, these findings make clear that the answer is a resounding yes. And for employers, the findings indicate the need to ensure that more of the workforce is prepared for higher education and their willingness to pay higher salaries to guarantee the workforce they need. Appended are: (1) Employment change over the recession by industry and sex, December 2007-January 2010; (2) Employment change over the early recovery by industry and sex, January 2010-February 2012; (3) Employment change during recession by industry and education, December 2007-January 2010 (All); (4) Employment change in the recovery by industry and education, January 2010-February 2012 (All); (5) Employment change during recession by industry and education, December 2007-January 2010 (Men); (6) Employment change during recession by industry and education, December 2007-January 2010 (Women); (7) Employment change in the recovery by industry and education, January 2010-February 2012 (Men); (8) Employment change in the recovery by industry and education, January 2010-February 2012 (Women); and (9) Employment by occupation and education, December 2007. (Contains 20 tables, 17 figures and 20 footnotes.) [For "The College Advantage: Weathering the Economic Storm. Executive Summary," see ED534455.]

The Build Up: ESOL for Construction course was developed by Louise Cottom at Peterborough Regional College as part of the Basic Skills Agency's contribution to the ASSET UK Project. The course was designed to provide the students with a 60-hour general introduction to the construction industry in the UK and to develop the English language skills needed in the industry. The course materials were mapped to Entry 3 of the "Adult ESOL Core Curriculum". This was because the students on the course needed to be able to cope with complex vocabulary and grammar structures. Also, students who wish to go on to retrain or acquire further qualifications will need English language skills at Level 1 or above to give them the best chance of success. However, the materials can be adapted to cater for lower skill levels leading up to Entry 3. This paper presents a selection of the materials used on the course as a starting point for anyone planning an ESOL for Construction course. They include: (1) materials for the first half of the programme; (2) examples of learning plans and checklists used on the course; (3) notes for teachers; (4) the scheme of work used on the project (with curriculum references) as an example that teachers can adapt for different groups; and (5) two examples of lesson plans used on the course. While this paper includes notes for teachers, these are not intended to be prescriptive and it is hoped that they will use them flexibly and creatively.

Based on criteria that were developed for the design and evaluation of undergraduate level programs in construction, a model of a four-year, 132 semester credit program is presented. Major academic requirements consist of 15-21 credit hours of each of the following: mathematics and science, communication skills, construction engineering, construction technology, construction mangement, and business administration. Nonacademic components include formation of an industry advisory committee, establishment of student organizations, career counseling processes, and faculty selection. Recommendations for a model curriculum were derived from literature surveys, analysis of existing programs, accreditation requirements, and consultations with educators and practitioners. The goal is preparation of students for entry level positions in the production side of the construction industry. Selected studies and papers on construction education completed prior to 1976 are summarized, and an overview of a study (HE 013 346) that explored perceptions of experienced constructors regarding elements of Associated General Contractors guidelines is presented. A quantitative analysis of selected curricula and a descriptive listing of professional and industrial associations that are involved in accreditation are appended. An abstract of a research study on analyzing construction curricular elements and a bibliography are included. (SW)

These materials for a six-unit course were developed to help teachers help students develop technological literacy, career exploration, and problem-solving skills relative to the construction industry. The six units include an overview of construction, construction safety, design and planning, construction preparation, construction processes, and project completion. The first section is designed to teach teachers how to use the materials and includes an explanation of instructional elements, an instructional-task analysis for each unit, and a list of 15 references. The instructional elements for the units include objectives, suggested activities, a list of supplemental resources, information sheets, transparency masters, assignment sheets, job sheets, tests, and test answers. Some elements, such as the information sheets, include photographs, diagrams, and line drawings. (CML)

Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of six learning modules is equivalent to the content of a three-credit hour class in surveying and drafting technology, architectural drafting technology, building construction technology, and civil engineering technology. Almost all the modules contain technological application in the form of laboratory experiments or as applied homework problems. Each module contains the following components: a cover page explaining the purpose and contents of the module; learning objectives; learning activities; a self-evaluation test with an answer key; and a final test based on the stated objectives. These six modules are a part of twenty-three applied physics modules which have been developed for use in several technology courses, including manufacturing engineering, machine tool and design, welding, industrial plastics, electrical, electronic service, electronic engineering, and electromechanical, automotive, and diesel technologies. All twenty-three modules are available in ERIC document CE 014 409. Instructions in the use of the modules, related notes, data sheets, tests, and answer keys are included in a separate document (CE 014 408). (BM)

These user instructions and related materials are designed to accompany a series of twenty-three applied physics modules which have been developed for postsecondary students in electrical, electronics, machine tool, metals, manufacturing, automotive, diesel, architecture, and civil drafting occupational programs. The instructions include an overview of the applied physics project, a program description, explanation of the module format, suggestions for management and usage of the materials, instructional notes for each individual module, and a set of student directions explaining the individual components of the modules. Test forms, answer keys, and data sheets are also included. (All twenty-three modules are available in ERIC document CE 014 409. Certain modules from the total set are available separately for courses in the following technologies: manufacturing engineering, machine tool and design, welding, and industrial plastics--CE 014 410; architectural and civil drafting--CE 014 411; and automotive and diesel--CE 014 412.) (BM)

This competency-based curriculum guide on the specialty area of bricklaying is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains one section and four instructional units: bricklaying materials, bricklaying tools, bricklaying layout, and bricklaying basic skills. Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)

This competency-based curriculum guide on the specialty area of sheet metal is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains four instructional units: sheet metal materials, sheet metal tools, sheet metal layout, and sheet metal basic skills. Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)

This competency-based curriculum guide on the specialty area of carpentry is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains four instructional units: carpentry materials, carpentry tools, carpentry layout, and carpentry basic skills. Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)

This competency-based curriculum guide on the specialty area of concrete masonry is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains four instructional units: concrete materials, concrete tools, concrete layout, and concrete basic skills. Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)

This competency-based curriculum guide on the specialty area of plumbing is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains four instructional units: plumbing materials, plumbing tools, plumbing layout, and plumbing basic skills. Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)

This competency-based curriculum guide begins the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind. This guide contains 3 sections and 15 instructional units: industry orientation (free enterprise system, infrastructure of the United States, starting a business, industry orientation, becoming a good leader, job advancement), basic construction knowledge (orientation to safety and basic first aid, basic math, measuring, basic plan reading, builder's level and transit, site layout), and related equipment (tools and equipment related to all crafts, ladders and scaffolds, rigging and material handling). Eight basic components form a unit of instruction: performance objectives (unit and specific objectives), suggested activities for the teacher (an outline of unit contents and an instructor's guide), information sheets, assignment sheets, job sheets, transparency masters and supplements, tests, and answers to tests and assignment sheets. (YLB)