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America's workforce needs
The U.S. Assistant Secretary of Labor, Emily Stover DeRocco has
stated that continuing forces are transforming the workforce and
the manner in which we work. Those forces are globalization, diversity,
and technology.
Aligned with those forces is the very dramatic increase in the
demand for "knowledge workers."
According to Assistant Secretary DeRocco, knowledge workers in
America now account for one-third of the workforce and outnumber
factory workers by 2 to 1. This shift to knowledge work is a continuation
of the decline in long-term, one-job-for-life work arrangements.
Instead many workers must now possess basic and critical technical
skills that they must upgrade continuously to remain employed or
for progress up career ladders.
Thus, beginning when a student arrives at Job Corps and begins
the initial career preparation period, Job Corps strives to provide
to all students with essential information technology and computer skills,
the basics of knowledge worker's skills. These essential knowledge
skills are the portable skills that strengthen nearly every other
skill that students will learn in Job Corps, from academic to vocational
training, and from job search to career progression.
Occupational Outlook and other information for Santa Clara County can be found through
Occupational Outlooks for other areas within California can be found through
For information beyond Santa Clara County and the State of California, access
Demographic and labor market information can also be found through the
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Academic education, GED and high school
Soon after their arrival at Job Corps, all students take the Test of Basic Adult Education (TABE) to assess each students reading and math skills.
Based on the TABE scores and the student's individual needs, they are assigned to education courses, GED or high school diploma courses. At scheduled times; students take a TABE retest to document improvements in basic education attainment.
Students who need to learn English are first assigned to English as a second language classes. This is to ensure their success in classes as well as future employment.
General education development (GED) classes are taught by Job Corps instructors. This helps prepare the student to take the five-part GED test that is administered by test centers under the umbrella of the County Office of Education.
Students may also enroll in charter high school classes taught by either SIATech (School for Integrated Academics & Technologies) or Muir Charter School. These high schools award diplomas that meet the standards of competency set by the State of California.
Coarse schedules are determined based on each student's personal career development plan (PCDP), their TABE scores for reading and math, and the availability of particular classes. Some students attend academic classes on a full-day schedule, but often students attend academic courses half-day and other Job Corps training the other half-day.
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English as a second language (ESL)
For students who need to gain skills with English proficiency in order to succeed in training and in the workforce, Job Corps offers English as a second language classes. Students who need ESL begin with these classes before other coursework and their personal career development plans (PCDP) include their English competency needs.
Individual Education Plans
Students who enter Job Corps with an individual education plan
(IEP) will be provided with reasonable accommodations if they so
request.
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Vocational Courses
There are over 25 vocations for students at the San Jose Job Corps. We encourage students to complete more than one vocation. This broadens their competencies and improves their employment options.
As part of the personal career development plan (PCDP), students select a first, second and third choice of vocations they wish to study. All vocations are subject to change. Whenever possible, a student is placed in their first choice vocation. If their first vocational choice is not available, students may be assigned to their second or third choice as they begin the career development period (CDP). If a student changes their first, second & third choice, they must redo their personal career development plans (PCDP) to reflect the change in original choice.
Each vocation has a prerequisite TABE reading and math score. These are set to assure that students enrolling in a vocation have the basic reading and math skills necessary for success in that vocation. Students who don't meet the required TABE levels, work with instructors to help them gain the basic reading and math skills needed for the vocation. This includes students who might already have a GED or high school diploma yet need to improve basic reading and math skills.
Job Corps wants student to be successful and to succeed according to the goals they set in their personal career development plan (PCDP)
Most of the vocations at the San Jose Job Corps are taught off-campus by other schools and workforce development programs. Only four vocational classes are taught on-campus.
When a student attains specified vocational course competencies it is recorded in Training Achievement Records. All courses teach the skills to meet employer requirements.
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Work-based learning
On-the-job work-based learning internships are available to students as they progress through their career development. Both paid and unpaid internships are available to help the student gain "real work experience" skills and often references they can add to their resume. Opportunities are coordinated between the work-based learning coordinator and the vocations and career transition departments.
Similar to Job Corps Work-based learning and under the California Education Code, a partner with Job Corps, Metropolitan Education District's Central County Occupation Center may provide Vocational Education Program and Community Classroom on-the-job training as part of the requirements for certain vocations.
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Concurrent Enrollment Community
To make sure that intensive services are provided to students and to improve the likelihood that they can find and retain work, Job Corps students may benefit by concurrent enrollment in partner programs. Students can be enrolled in Job Corps and Partner programs at the same time as long as the services provided at each organization are not duplicative and enhance the employability of the student. This is in keeping with the spirit of the Workforce Investment Act of 1998 with legislation that calls for linkages and partnership to leverage and target multiple resources better preparing individuals for the workforce.
Concurrent enrollment allows students to gain training opportunities, services or experience in keeping with their personal career development plan (PCDP). Concurrent enrollment enables a student to access additional resources that otherwise would not be available until they completed their Job Corps training and prolong the time and effort needed to make an individual employable and into the workforce.
As opportunities arise, concurrent enrollment linkages are established at the San Jose Job Corps Center. Established partners include:
- Youth Build
- California Conservation Corps
- San Jose Conservation Corps
- Center for Employment Training
- Center for Training and Careers
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Advisory Board/Industry Council
The San Jose Job Corps Center's Community Advisory Board and Industry
Council provide links between business, the community and Job Corps. It provides
input into the curriculum at Job Corps and assures that businesses
and the community have a say in what is taught at Job Corps, and
how it is taught. This helps assure that Job Corps is training for
actual labor market needs.
The Community Advisory Board/Industry Council meets four times
annually and input, especially from the business community, is always
sought. For more information please contact the Job Corps business
liaison Kathy Rich at 408/937-3204 or rich.kathy@jobcorps.org
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