III 

115TH CONGRESS 

2D SESSION S. RES. 632 

Designating September 2018 as ‘‘National Workforce Development Month’’. 

IN THE SENATE OF THE UNITED STATES 

SEPTEMBER 18, 2018 

Mrs. FEINSTEIN (for herself, Mr. HATCH, Ms. BALDWIN, and Mr. ENZI) submitted the following resolution; which was referred to the Committee on 

the Judiciary 

RESOLUTION 

Designating September 2018 as ‘‘National Workforce 

Development Month’’. 

Whereas investment in the education, training, and career advancement of the workforce in the United States, known 

as ‘‘workforce development’’, is crucial to the ability of 

the United States to compete in the global economy; 

Whereas collaboration among Governors, local governments, 

State and local education, workforce, and human services 

agencies, community colleges, local businesses, employment service providers, community-based organizations, 

and workforce development boards provides for longterm, sustainable, and successful workforce development 

across traditional sectors and emerging industries; 

Whereas middle-skill jobs, which require more than a high 

school diploma but not a 4-year degree, comprise 53 perVerDate Sep 11 2014 00:06 Sep 19, 2018 Jkt 079200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6300 E:\BILLS\SR632.IS SR632

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•SRES 632 IS 

cent of the labor market, but only 43 percent of workers 

in the United States 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— 

(1) individuals who are low-income; 

(2) individuals who are out of work; 

(3) individuals displaced by outsourcing; 

(4) individuals looking to learn new skills; and 

(5) individuals 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 workers in the United States through 

access to effective workforce education and training, including the development and delivery of proven strategies 

such as sector partnerships, career pathways, integrated 


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•SRES 632 IS 

education and training, work-based learning models, and 

paid internships; 

Whereas, in 2016, programs authorized under the Workforce 

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

seq.)— 

(1) served more than 7,000,000 young people and 

adults; 

(2) exceeded employment targets across all programs; and 

(3) helped more than 1,300,000 individuals, including English language learners, 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) ensured that more than 5,400,000 unemployed 

workers, including more than 800,000 veterans, had access to career services through American Job Centers in 

2016; and 

(2) are a foundational 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 workers in the 

United States; and 

(2) to address the educational challenges created by 

emerging industries and technological advancements; 


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

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 approximately 11,000,000 high school 

and college students from 2016 to 2017; 

Whereas there are more than 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 the federally supported workforce system and partner programs— 

(1) have helped rebuild the economy of the United 

States and provide increased economic opportunities; and 

(2) provide a pathway into jobs that support families 

while ensuring that businesses in the United States find 

the skilled workforce needed to compete in the global 

economy; and 


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•SRES 632 IS 

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

therefore, be it 

1 Resolved, That the Senate— 

2 (1) designates September 2018 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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