NORTHEAST MICHIGAN
Environmental Scan: Identified Gaps and Weaknesses

 Throughout the data collection and analysis period “gaps” in data and information have been identified which limited the ability to draw  appropriate and meaningful conclusions. The gaps, which appear to have the most significance, are listed below along with a brief discussion. 

1.There is insufficient data regarding the need for adult training/retraining throughout the Region. 
 

Although there is a documented need for training/retraining in the Regionbased on the number of individuals receiving training through the community colleges, not all areas of the region are equally served. Data exists regarding the kinds of industry throughout the Region,but little is available regarding how the availability of training may impacts their ability to compete and grow.In order to plan effectively foradult training needs, information about the kinds and level of industry in place in the region is necessary. 

 2.There is insufficient data regarding the kind of training already available through “private” providers or other vendors to the Region.
 

Although the community colleges would be considered to be the primary providers of adult training and retraining, other options exist for       business and industry needing training. They may have access to “on-line” training opportunities and/or training provided by “for profit” or  other entities (e.g., the Michigan Virtual University, “Fred Pryor, Inc.”, a vendor of anagement/leadership seminars). It will be important to know how extensively and effectively these vendors are utilized in the business sector when planning for additional training needs for the Region. 

 3.There is a serious lack of data regarding the “student success rates” from all levels of education and training in the Region.This includes tracking of student skill attainment, academic readiness, graduation, goal attainment, job placement and wage data at the K-12 and Post-Secondary levels. 
 

 In order to plan for workforce and training needs, the current capacity of the system to supply those needs must be known. Although student graduation rates at the K-12 level are tracked, how students leaving the educational systems (K-12 and post-secondary) have fit into the labor force is an important factor in designing new programs and modifying those already in existence. In addition, while not all students are “college bound”, the system must recognize that for many students and parents, “college” is the goal.In order to respond to this concern/desire the educational system must provide students with the skills that will enable them to make choices that fit their goals and needs. 

 4.Data describing “customer satisfaction” with the education and training currently in place at the K-12 and post-secondary levels is lacking. 
 

While there are various levels of training occurring at the secondary and post-secondary levels, information regarding the success of those programs from the perspective of the employers is lacking. If educational and training programs are to be revised and/or new programs developed to respond to new education and training needs, then a system for evaluation which includes measures of  “customer satisfaction” will need to be developed.Partners in the development of such a system should include the entities offering the education and training, participants in the training and the customers (business and industry). 

 5.Data regarding “academic readiness” for workforce related education and training is insufficient. 
 

There is some evidence that a significant percentage of students entering post-secondary education and training lack adequate “academic skills” to successfully complete their programs. Data that suggests that this is a concern comes from the assessment data compiled by community colleges as well as the low number of students who “graduate” from post-secondary career-technical programs. However, because the data is incomplete, the reasons for the apparent lack of success cannot be accurately determined. 

 6.Comprehensive data describing the universal availability of a sophisticated technology infrastructure as well as public services and utilities, to support an influx of “high tech” industry is lacking. 
 

Information regarding access to fiber optics and other high-tech information delivery systems in the Region was lacking for this Scan.Anecdotal evidence indicates that not all regions lack these services but there is no hard data to confirm this. As well, apparently not all areas of the Region are serviced by a sophisticated technology infrastructure, nor are adequate public utilities available throughout the Region.Again, the data was not available to confirm this. 

 7.Lack of data from community colleges related to career-technical programs and outcomes (credit and non-credit). 
 

Data was lacking from the K-12 districts as well as from the community colleges regarding the extent and success of their workforce training programs. Data to develop a baseline of information regarding these programs is necessary to design new initiatives and to improve existing offerings. 

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