Have you ever wondered how your daily use items arrive at your house? How do distributors receive these goods? Who makes them? Where are they made? Most folks think through the basic path of purchase to delivery, but these questions didn’t seem important for decades within the United States. Our global supply chain ran smoothly, and “optimization” allowed for profits to flow freely. Until they didn’t. What do we do now?
The recent impact COVID-19 had on the global supply chain is just now coming in to focus. Products for Christmas 2021 sit quietly in containers on ships anchored off California’s coast, and most likely won’t hit the shelf in time to end up under the tree. The cascaded disruption in the system hasn’t peaked and may not for many more months. As citizens of the country bluntly realize how deeply we rely on other nations for our goods, many of us see an opportunity to shift our culture for the better.
The education system in the United States pushed children towards college degrees for decades. These degrees resulted in a life of “knowledge” work. In many cases these degrees simply checked a box rather than teaching a skill set capable of adding value to society. Degrees vetted an individual as “able to learn.” We “off-shored” the physical work of manufacturing goods to the inexpensive labor force in southeast Asia. Wall Street profits soared, and quality of life rose with little effort. Trade jobs and apprenticeships lost their luster for the masses. Few citizens recognized the value of trade jobs, but those who did earned a steady living as the world changed around them. COVID-19 quickly brought the error of our ways in to focus.
We have a rising skills gap within the country. The gap exists between the skills of the current workforce and the demand for trade positions. Most of the current individuals skilled in trades are close to retirement, with few behind them ready to fill the void. The trade labor force dwindled during the offshore boom, and we’ve done little as a society to motivate or develop individuals within these trades. Machine shops, construction sites, and trucking companies desperately need workers skilled in their fields. What’s worse is we fail regularly in presenting these opportunities to the current and rising work force. Tremendous opportunities exist with excellent pay and rapid growth potential, but those who might benefit from these opportunities often don’t realize they exist. If they do realize these opportunities exist, they don’t know how to prepare for the opportunity.
The good news is this 5-to-15-year effort required to close the skilled workforce gap and get our country back on track already has a support framework to help it reach reality. High schools already have technology centers with machine tool technology, mechatronics, and other similar trade related classes. Technical and community colleges have certificate programs, and associate degree paths at low cost. Many companies allow these students to work part-time or weekend shifts while they attend these programs which further reduces the likelihood of accruing excessive debt along their journey. What holds students back from taking advantage of these programs?
Middle school and high school guidance counselors provide critical career information to students at pivotal moments of their development path. Currently, most counselors and educators have incentives to push the four-year college program route rather than trade schools. These counselors need feedback from trade organizations and employers so they can convey the essential information at the right time for each student. Counselors and teachers need quantifiable data to discuss these opportunities with students and their parents. The incorrect negative stigma of trade work remains difficult to overcome with many parents. However, these jobs serve as the quickest path to upper middle-class security for many students. Additional value-add skills equate to higher pay. Once individuals develop deep knowledge in value-add trade skills, the potential to move towards entrepreneurship expands exponentially. This potential grows as groups of individuals learn trade skills together and begin to understand the intrinsic value of making products people want to buy. The United States desperately needs this type of collaboration to revitalize our desire to innovate and make products domestically. We need to encourage these paths rather than demean them to push everyone towards college.
Education of any sort should lead to added value to society through an ability to create goods or services, solve difficult problems, or innovate new concepts. Many college programs still provide this form of education and quantitatively produce students capable in these skills. However, this does not degrade the value of education in trade skills. They don’t have to be mutually exclusive, but rather complementary for one another. Both paths lead to meaningful work with benefits achieved by the individual and goods provided to society.
The effort to revitalize America’s industrial capacity might be the current generation’s primary contribution to humanity. One that benefits the individual as much as the nation in a meaningful way. The United States continues to serve as the best framework example for society. We have significant flaws and need to do better in a lot of aspects, but we still lead the world in almost every category associated with quality of life. We must strive to maintain and improve this way of life, which encourages other nations to follow. To do so, we must get back to our industrious roots and develop the talent to lead us into the future by building things ourselves. This plan offers purpose driven work individuals can be proud to undertake, as well as earn high wages with limitless potential. A patriotic path that pays.