Better in their words…

Some letters to the WSJ.  Some great points!

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“How to Close the Skills Gap” by Sens. Mary L. Landrieu and Patty Murray (op-ed, Aug. 10) highlights the troubling misconception that skills are not present in the American work force.

The senators would score some high marks with roughly 40,000 literate, skilled, unemployed or under-employed ironworkers if they were to let us know exactly where these three million jobs are. Ironworkers are the recipients of “earn while you learn” programs. They are the product of three- and four-year apprenticeship programs that allow them to learn intricate welding techniques, understand the physics of 100-plus ton pieces of material and equipment that need to be safely moved or set, and how to build bridges to last 1,000 years. No student loans, Mom and Dad.

As CEO of Ben Hur Construction Company in St. Louis, Mo., and a member of Ironworkers Local 396, my entire business plan relies on literate and skilled ironworkers, and I must say, the “earn while you learn” model is alive and well. I learned highly sought-after skills as an ironworker from the ground up, and my experience mirrors that of 125,000 ironworkers who have worked to eliminate the “skills gap” that allegedly plagues the American economy.

If the senators can tell us which skills are missing, we can supply them. It will not cost the American public a dime, and we will see tax revenues increase as skilled workers garner good, fair wages.

William Brown –  St. Louis

 

As someone who has worked for and with small businesses for years, I know the reason most of the jobs the senators mention remain open is because the employer can’t find someone who is trustworthy, dependable, personable and willing to learn and work for the wage offered. In other words, the problem isn’t education, it’s attitude. As sad as the public schools are, most employers will gladly train anyone who displays both the intelligence and character traits needed to be successful. But those traits are increasingly hard to find in the “entitlement” culture that has been nurtured by the likes of these two “progressive” senators.

Greg Woods –  Rio Rancho, N.M.

 

If these two senators would get out and talk to small-business owners they would find that those owners do not want the government to teach job seekers how to weld or roof or plumb, but rather that they would prefer applicants who can read, write and perform math calculations. The employer would teach the job skills.

Jon Rush – Helena, Mont.

 

For years the basic cultural building blocks of a liberal education have been in decline in favor of a dumbed-down curriculum and grading system so that everyone could have a diploma, skilled or not. Is it surprising that many of our graduates cannot read and write effectively, handle abstract thought processes, have a woeful sense of history and are not disciplined enough to acquire useful engineering skills?

If we want a superior work force in the global economy, we need a fundamental cultural change in our educational system. The federal government is unlikely to accomplish this goal.

James F. Chambliss –   Evanston, Ill.

 

According to Rep. Paul Ryan’s “A Roadmap for America’s Future,” there are currently 49 federal job-training programs, including those created by the Workforce Investment Act that Sens. Landrieu and Murray want to reauthorize. Each of the 49 programs ought to be evaluated relative to comparable performance standards, then program supporters need to answer two basic questions: How did the program perform relative to standards? How much did it cost? Too often job-training programs are simply funding vehicles for community organizations, producing poor results per dollar spent, while keeping administrators employed.

America no longer has the cash to waste on well-intentioned but ineffective programs. Our public education “investments” have left us with the skills gap.No more blank checks for cliché causes.

Jim Fitzpatrick – Hampton, Va.

 

A more effective measure to address the low skill level of those entering the work force for the first time would be to offer students the option of a strong vocational educational system, starting in the second or third year of high school. This would reduce the drop-out rate and better prepare students who aren’t a good fit for college to be productive members of a skilled work force.

Other nations have recognized that college is not for all students and have developed robust, practical job training in industries that are both in demand and of interest to those students. It’s time for the U.S. to do the same.

Josh Bartel – Atlanta

 

More than anything, our government should be trying to encourage personal responsibility. But then again, it is not a very good role model, is it?

Rod Kelly – Spring, Texas

More Failed Government Investment Isn’t the Answer — Letters to the Editor – WSJ.com.