The BDN Opinion section operates independently and does not set news policies or contribute to reporting or editing articles elsewhere in the newspaper or on bangordailynews.com
Colleen Coffey is a part-time faculty member at the University of Maine. Sarah Fucillo is an assistant professor at Lindsey Wilson College. This column reflects their views and expertise and does not speak on behalf of the university. They are members of the Maine chapter of the national Scholars Strategy Network, which brings together scholars across the country to address public challenges and their policy implications. Members’ columns appear in the BDN every other week.
It is no secret that there are workforce labor shortages in many technological and trade sectors here in Maine. In order to address these shortages, both public support and intentional policy measures need to promote and expand access to technical and trade education — often available for free across our state.
Changes in age demographics in our state have combined with decades-long trends in education that moved away from hands-on skill development. This has created a considerable need in our businesses and communities for skilled labor. Next to health care, trade and technical jobs are in the highest demand.
At the same time, Maine has many individuals emerging into the workforce from transitional stages in their lives. These include those coming from sober living and rehabilitation facilities, reentering society after incarceration, young people beginning their working lives, among many others.
We propose utilizing short-term training programs provided by our community colleges, adult education programs and the Maine Apprenticeship Program, as part of any treatment plan focused on rehabilitation. Schools and nonprofit organizations across our state are working hard to address deficits in our workforce. The Harold Alfond Center for the Advancement of Maine’s Workforce, local Career Centers, Vocational Rehabilitation, Job Corps and countless nonprofits are just a few examples.
Workforce training and apprenticeships result in employment that is not only in high demand, but also often results in high-paying jobs. They include commercial driver’s license training (CDL), welding, electrical, heating and plumbing, carpentry, broadband fiber optics, Google Certificates, culinary training, aquaculture, manufacturing and production technology, and the list goes on. However, it takes holistic outreach approaches to make the public aware of these programs, as well as a firm commitment to education and training as part of treatment, reentry and recovery. Those in direct support positions should be made aware of such opportunities for their clients.
If they don’t already, caseworkers, treatment teams and direct support providers should include education plans for the purpose of accessing gainful employment. Such case plans can include employment assessments, personality tests and vocational career counseling in partnership with career centers and workforce development stakeholders.
Having personal experience supporting at-risk youth, it’s not uncommon for young people to look perplexed when asked what they wanted to do with their futures. Often, they couldn’t imagine living past their teen years. So, when adults take time to listen to goals and dreams it can be unusual. For example, one young man wanted to be a rapper and entrepreneur. When asked how he wanted to achieve those dreams, he was shocked that he was taken seriously. He and one staff member researched the training needed to learn how to produce music. But that was as far as it could go, leaving the young man confused as to why the treatment team wouldn’t find the training he needed to fulfill his goals. Workforce training in entrepreneurial pathways would have been a perfect fit.
Unfortunately, stories like this demonstrate the significant silos that exist between providers, educators and employers. Many are unaware such opportunities exist for residents across Maine. Clever marketing, word of mouth and intentful policy measures can help bridge the gaps between providers, educators and employers, to address the current and projected decline in Maine’s workforce. However, members of the public, business leaders and policymakers must devote more attention and resources to bridging the gap. Such efforts must include workforce training as part of treatment plans for those in transition, which lead to employment pathways in Maine and more equitable futures for all.
