Finding qualified engineers and technicians for careers related to electrical power systems is a difficult and continual problem for employers. Contributing to this problem is getting today’s youth interested and involved in science-related activities. On Feb. 13 I had the privilege of joining local educators, parents, administrators and politicians in a discussion on this subject at Texas State Technical College in Waco, TX. The issue was too complex for us to come away with a solution on first discussion, but the fact that the panel represented key participants from the schools, government, the business community, and parents was a step in the right direction.

The US Department of Labor projects that new jobs requiring math, science, engineering, and technical training will increase four times higher than the average national job growth rate. It is obvious that workers who possess technical skills will successfully find a place in the job market of the 21st century. The sad part is, we are not providing our students with these in-demand technical skills.

For starters, we do not instill a love of math or science in children at a young age. When it comes to math and science, American children cannot compete internationally, and, according to the Third International Mathematics and Science Study, American high school students consistently score close to the bottom. Our students cannot master even basic math. Recent results of the National Assessment of Educational Progress show that fewer than one third of the American students in grades four, eight, and 12 performed at or above proficient levels in math skills. Sadly, one third of our students in the same grade levels performed below basic level.

As a result of the decreased emphasis on math and science, only two out of every 100 high school graduates will obtain an engineering or technical degree—despite the fact that these highly skilled jobs are most in demand. With fewer students following this career path, we have fewer qualified candidates joining the workforce.

Since we cannot find the necessary, highly skilled work force in the United States, many companies are looking to the global marketplace to fulfill these critical positions. Companies will either bring in qualified workers with H-1B work visas, or completely move the jobs to other countries where there is a larger supply of qualified workers who are willing to accept less pay.

Surprisingly, this is not a new issue. In fact, we were warned as early as 1983 by a report titled “A Nation at Risk: The Imperative for Educational Reform” that we were not adequately preparing our students for jobs of the 21st century.

More than 20 years later, we are still seeking a solution, while companies like mine are feeling the effects of the smaller pool of qualified job candidates predicted in 1983. During his 2006 State of the Union address, President Bush announced the American Competitiveness Initiative for improving math and science education and fostering innovation in research and development. In addition to his pledge of $5.9 billion in FY 2007 and $136 billion over the next 10 years for research, development, and improved math and science education, the initiative asks leaders of the private sector to take an active role in preparing students for future jobs.

In order for our children to successfully compete in the global marketplace, we must instill a love of math and science at an early age. Our schools must not only teach the basic elements of these subjects, but students must learn to apply them in everyday life. Then they will fully appreciate the value of these lessons.

Technical classes must no longer be viewed as a place for students who cannot compete academically. These classes must become a place for students to learn how to integrate academics into higher-level skills. They must learn to read, write, and comprehend not only great literature or poetry but also technical documents, white papers, and quantitative materials. Classrooms must be a testing ground for students to learn how to integrate a variety of academic disciplines.

If we are to get the type of job candidates that we need, business leaders must start to take an active role and partner with educators to prepare the future workforce. Managers have complained for years that they are not getting the type of job candidates they need, yet they do not know how or what they would change in the educational system to produce the desired result. That is why is it is important to have more roundtable discussions like the one I participated in on Feb. 13. If business leaders representing companies who need technical skill-sets can partner directly with school administrators and educators, our combined efforts may produce an improved system that provides a national workforce that is prepared to take on the jobs of the 21st century and beyond.

RON A. WIDUP is executive vice president and general manager of Shermco Industries Inc. He is past president of NETA and is currently a member of the Board of Directors and Standards Review Council.

DE - July/August 2006