III 

115TH CONGRESS 

1ST SESSION S. RES. 267 

Designating September 2017 as ‘‘National Workforce Development Month’’. 

IN THE SENATE OF THE UNITED STATES 

SEPTEMBER 25, 2017 

Mrs. FEINSTEIN (for herself, Mr. HATCH, Ms. BALDWIN, Mr. ENZI, Mr. BARRASSO, Mr. BLUMENTHAL, Mr. DONNELLY, Mr. DURBIN, Ms. HARRIS, 

Mr. ROBERTS, Mrs. SHAHEEN, Mr. FRANKEN, Ms. HASSAN, Ms. 

HIRONO, and Mr. KAINE) submitted the following resolution; which was 

referred to the Committee on the Judiciary 

RESOLUTION 

Designating September 2017 as ‘‘National Workforce 

Development Month’’. 

Whereas investment in the education and training of the 

United States workforce is crucial to the ability of the 

United States to compete in the global economy; 

Whereas collaboration among local educational agencies, community colleges, Governors, local governments, local businesses, employment service providers, and workforce development boards provides for long-term, sustainable, and 

successful workforce development across traditional sectors and emerging industries; 

Whereas, as of September 2017, middle-skill jobs, which require more than a high school diploma but not a 4-year 


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•SRES 267 IS 

degree, comprise 53 percent of the labor market, but only 

43 percent of United States workers are trained at that 

level, creating a discrepancy that may limit growth in 

changing industries such as health care, manufacturing, 

and information technology; 

Whereas, in 2014, Congress reauthorized the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) 

with overwhelming bipartisan support in recognition of 

the need to strengthen the focus of the United States on 

the skills necessary to fill jobs in local and regional industries; 

Whereas the Workforce Innovation and Opportunity Act (29 

U.S.C. 3101 et seq.) supports employment, training, and 

support services for individuals with barriers to employment, including individuals— 

(1) who are out of work; 

(2) displaced by outsourcing; 

(3) looking to learn new skills; and 

(4) with disabilities; 

Whereas the more than 550 workforce development boards 

and 2,500 American Job Centers are a driving force behind growing regional economies by providing training, 

resources, and assistance to workers who aim to compete 

in the 21st century economy; 

Whereas ongoing State and local implementation of the 

Workforce Innovation and Opportunity Act (29 U.S.C. 

3101 et seq.) provides unprecedented opportunities to develop the skills of United States workers through access 

to effective workforce education and training, including 

the development and delivery of proven strategies such as 

sector partnerships, career pathways, integrated eduVerDate Sep 11 2014 02:33 Sep 26, 2017 Jkt 069200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6300 E:\BILLS\SR267.IS SR267

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cation and training, work-based learning models, and 

paid internships; 

Whereas, in 2015, programs authorized under the Workforce 

Innovation and Opportunity Act (29 U.S.C. 3101 et 

seq.)— 

(1) served nearly 7,000,000 young people and 

adults; 

(2) exceeded employment targets across all programs; and 

(3) helped more than 1,500,000 individuals, including English language learners, take classes to gain skills 

and credentials to help the individuals succeed in the 

labor market; 

Whereas State programs established under the WagnerPeyser Act (29 U.S.C. 49 et seq.)— 

(1) served nearly 14,000,000 unemployed workers 

through American Job Centers in 2015; and 

(2) are an integral part of the workforce development system; 

Whereas workforce development programs will play a critical 

role in addressing the expected 2,000,000 unfilled manufacturing jobs over the next decade; 

Whereas community colleges and other workforce development training providers across the United States are 

well-situated— 

(1) to train the next generation of United States 

workers; and 

(2) to address the educational challenges created by 

emerging industries and technological advancements; 

Whereas participation in a career and technical education (referred to in this preamble as ‘‘CTE’’) program decreases 


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•SRES 267 IS 

the risk of students dropping out of high school, and all 

50 States and the District of Columbia report higher 

graduation rates for CTE students, as compared to other 

students; 

Whereas community and technical colleges operate as open 

access institutions serving millions of students annually 

at a comparatively low cost; 

Whereas the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.) supports the 

development and implementation of high-quality CTE 

programs that— 

(1) combine rigorous academic content with occupational skills; and 

(2) served 11,900,000 high school and college students from 2015 to 2016; 

Whereas there are nearly 500,000 registered apprentices in 

the United States, and there is growing and bipartisan 

support for expanding earn-and-learn strategies to help 

current and future workers gain skills and work experience; 

Whereas federally supported workforce system and partner 

programs— 

(1) have helped the United States rebuild the economy and provide increased economic opportunities; and 

(2) provide a pathway into jobs that support families 

while ensuring that United States businesses find the 

skilled workforce needed to compete in the global economy; and 

Whereas workforce development is crucial to sustaining economic security for United States workers: Now, therefore, 

be it 


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•SRES 267 IS 

1 Resolved, That the Senate— 

2 (1) designates September 2017 as ‘‘National 

3 Workforce Development Month’’; 

4 (2) supports Federal initiatives to promote 

5 workforce development; and 

6 (3) acknowledges that workforce development 

7 plays a crucial role in supporting workers and grow8 ing the economy. 

Æ 


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