IV 
117TH CONGRESS 
2D SESSION 
H. RES. 1383 
Expressing support for the designation of September 2022 as ‘‘National 
Workforce Development Month’’. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 22, 2022 
Ms. BONAMICI (for herself, Mrs. MCBATH, Ms. WILSON of Florida, Mr. 
CA´RDENAS, Ms. NORTON, Mr. EVANS, Ms. NEWMAN, Ms. MANNING, Mr. 
CARTER of Louisiana, Mr. SUOZZI, Mrs. LEE of Nevada, Ms. TITUS, Mr. 
SMITH of Washington, and Mr. O’HALLERAN) submitted the following 
resolution; which was referred to the Committee on Education and Labor 
RESOLUTION 
Expressing support for the designation of September 2022 
as ‘‘National Workforce Development Month’’. 
Whereas investment in the education, training, and career ad-
vancement 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, employ-
ment service providers, community-based organizations, 
and workforce development boards provides for long- 
term, sustainable, and successful workforce development 
across traditional sectors and emerging industries; 
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•HRES 1383 IH 
Whereas the number of jobs that require more than a high 
school diploma but not a 4-year degree is projected to in-
crease by roughly 23 percent by 2030; 
Whereas 76 percent of business leaders say greater invest-
ment in skills training would help their businesses; 
Whereas, in 2021, a record 47,400,000 Americans quit their 
jobs, many of whom did so to try to improve their em-
ployment situation; 
Whereas, as of July 2022 in the United States— 
(1) roughly 5,700,000 individuals are unemployed; 
(2) unemployment rates for Black and Hispanic 
adults are well above the unemployment rates for White 
adults; 
(3) workers without postsecondary education and 
training are more likely to be unemployed; 
(4) more than half of the jobs lost due to the 
coronavirus disease 2019 (COVID–19) pandemic were by 
workers earning less than $40,000 per year; and 
(5) according to a recent poll, 44 percent of United 
States workers said their current job may be at risk due 
to new developments in technology and automation, while 
50 percent said they would retrain for a career in a dif-
ferent field or industry if they had the opportunity; 
Whereas, in 2014, Congress reauthorized the Workforce In-
novation 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 effectively prepare individuals for 
employment in local and regional industries; 
Whereas the Workforce Innovation and Opportunity Act (29 
U.S.C. 3101 et seq.) supports employment, training, and 
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•HRES 1383 IH 
support services for individuals with barriers to employ-
ment, including— 
(1) individuals who earn low incomes; 
(2) individuals who are out of work, including the 
long-term unemployed; 
(3) individuals displaced by outsourcing; 
(4) individuals living in rural areas or areas with 
persistently high unemployment; 
(5) individuals looking to learn new skills; and 
(6) individuals with disabilities; 
Whereas the more than 550 workforce development boards 
and 2,400 American Job Centers are a driving force be-
hind 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 de-
velop the skills of workers in the United States through 
access to effective, quality workforce education and train-
ing, including the development and delivery of proven 
strategies such as sector partnerships, career pathways, 
integrated education and training, work-based learning 
models, and paid internships; 
Whereas, in 2022, programs authorized under the Workforce 
Innovation and Opportunity Act (29 U.S.C. 3101 et seq.) 
are projected to serve more than 5,000,000 young people 
and adults; 
Whereas State programs established under the Wagner- 
Peyser Act (29 U.S.C. 49 et seq.)— 
(1) ensured that nearly 2,500,000 workers, including 
more than 146,000 veterans and more than 120,000 indi-
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viduals with disabilities, had access to career services vir-
tually and through American Job Centers during the 
2020 program year; and 
(2) are a foundational part of the workforce develop-
ment system; 
Whereas community colleges and other workforce develop-
ment 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; 
Whereas participation in a career and technical education (re-
ferred 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 Strengthening Career and Technical Education 
for the 21st Century Act (Public Law 115–224; 132 
Stat. 1563) supports the development and implementa-
tion of high-quality CTE programs that— 
(1) combine rigorous academic content with occupa-
tional skills; and 
(2) serve approximately 12,300,000 high school and 
college students across the country; 
Whereas there are nearly 600,000 registered apprentices in 
the United States, and there is growing and bipartisan 
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