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1 Introduction
Pages 1-4

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From page 1... ... The workshop brought together ticeship programs, and training provided by employrepresentatives of a very broad range of stakeholders, ers. including: These jobs are "extremely important for the na tion as a whole," said Bob Duce, the chair of the work • business-education partnerships shop planning committee and a member of the Gulf • chambers of commerce Research Program Advisory Group, "as they are for • career and technical education the Program that we are undertaking in the Gulf of • community colleges Mexico." In particular, all three of the areas specified in • competency-based training providers the Gulf Research Program's mandate−community and • environmental engineering public health, environmental restoration and monitor • environmental restoration and conservation ing, and safety in the offshore oil and gas industry−de • federal and state governments pend heavily on middle-skilled workers. Read the entire page →
From page 2... ... • Rotary drill operators – oil and gas • Identify perceived gaps between the knowledge, • Petroleum pump system operators and refinery operators skills, and attitudes instilled by current education and training programs and those needed by employers in Environmental Restoration and Monitoring the near-term and in future years. • Environmental science technicians • Identify the types of education and learning re • Forest and conservation technicians search and evaluation activities that are needed to close • Forest and conservation workers perceived gaps. Read the entire page →
From page 3... ... and training for workforce development in oil system safety, community public health, and environmental OBSERVATIONS OF BREAKOUT GROUPS restoration and monitoring; including the following: On the second day of the workshop, participants • The identification of core competencies would split up into three breakout groups to identify barriers enable the further development of education and potential opportunities in each of the workforce and training programs that offer stackable creareas being examined by the Gulf Research Program− dentials, with a neutral third party to accredit oil system safety, community and public health, and such programs. A stackable credential is a deenvironmental restoration and monitoring. Read the entire page →
From page 4... ... If core competen to identify noncertified offshore positions and cies were developed that cut across all three sec which of those should be certified (such as sub- tors discussed at the workshop, along with core sea technicians or drillers) would provide infor- competencies and specialty competencies within mation needed to develop methods for provid- each sector, educational institutions could offer ing necessary credentials. Read the entire page →

From page 1...

... The workshop brought together ticeship programs, and training provided by employrepresentatives of a very broad range of stakeholders, ers. including: These jobs are "extremely important for the na tion as a whole," said Bob Duce, the chair of the work • business-education partnerships shop planning committee and a member of the Gulf • chambers of commerce Research Program Advisory Group, "as they are for • career and technical education the Program that we are undertaking in the Gulf of • community colleges Mexico." In particular, all three of the areas specified in • competency-based training providers the Gulf Research Program's mandate−community and • environmental engineering public health, environmental restoration and monitor • environmental restoration and conservation ing, and safety in the offshore oil and gas industry−de • federal and state governments pend heavily on middle-skilled workers.

Read the entire page →

From page 2...

... • Rotary drill operators – oil and gas • Identify perceived gaps between the knowledge, • Petroleum pump system operators and refinery operators skills, and attitudes instilled by current education and training programs and those needed by employers in Environmental Restoration and Monitoring the near-term and in future years. • Environmental science technicians • Identify the types of education and learning re • Forest and conservation technicians search and evaluation activities that are needed to close • Forest and conservation workers perceived gaps.

Read the entire page →

From page 3...

... and training for workforce development in oil system safety, community public health, and environmental OBSERVATIONS OF BREAKOUT GROUPS restoration and monitoring; including the following: On the second day of the workshop, participants • The identification of core competencies would split up into three breakout groups to identify barriers enable the further development of education and potential opportunities in each of the workforce and training programs that offer stackable creareas being examined by the Gulf Research Program− dentials, with a neutral third party to accredit oil system safety, community and public health, and such programs. A stackable credential is a deenvironmental restoration and monitoring.

Read the entire page →

From page 4...

... If core competen to identify noncertified offshore positions and cies were developed that cut across all three sec which of those should be certified (such as sub- tors discussed at the workshop, along with core sea technicians or drillers) would provide infor- competencies and specialty competencies within mation needed to develop methods for provid- each sector, educational institutions could offer ing necessary credentials.

Read the entire page →

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1 Introduction Pages 1-4

1 Introduction
Pages 1-4